Global ETD Search

1	Reading Achievement of Middle School Boys in Single-Gender and Coeducational School Hunter-Batty, Jean 01 January 2018 (has links) The problem addressed in the study was the lack of evidence on the efficacy of the single-gender educational model as compared to the coeducational model in increasing reading achievement for middle school boys in the local school district. Leaders in the district implemented the single-gender model to address the problem of an ongoing reading achievement gap among middle school boys and girls. The gap has also been noted nationally and leads to limited reading-dependent opportunities for boys. The purpose of this quantitative study was to compare the two educational models to determine whether the single-gender model offered advantages over the coeducational model as measured by standardized reading test scores. The study was grounded in Gardner's theory of multiple intelligences and Jensen's brain-based learning theory. A causal-comparative design was used to compare the two models. Archival data for 386 boys who were enrolled, but not necessarily continuously, in Grade 6 in 2011-2012, Grade 7 in 2012-2013, and Grade 8 in 2013-2014 were analyzed. The independent variable was school type (either single-gender or coeducational), and the dependent variable was standardized reading test scores. The one-way ANOVA and Kruskal-Wallis H tests indicated no statistically significant differences in reading test scores between school types. Based on the findings, a continuous improvement model was proposed in a white paper as an alternative solution to address reading achievement among middle school boys. This project has the potential to elicit positive social change for middle school students by revitalizing instruction and assessment strategies in both single-gender and coeducational schools to maximize reading achievement and learning outcomes. Coeducational Middle School Boys Reading Achievement Single-Gender Other Education Reading and Language
2	Effects of Single-Gender and Coeducational Learning Environments on Middle School Mathematics Achievement Graves Henderson, Tasha 01 January 2015 (has links) As a result of the increased number of schools failing to meet adequate yearly progress (AYP), school districts are searching for innovative ways to raise student achievement and meet the rigorous performance standards set by state governments. Using the theoretical framework provided by brain research and the theory of multiple intelligences, the purpose of this quantitative study was to compare 2 middle school classroom structures for differences in mathematics achievement among students. The study examined whether a significant difference existed in mathematics achievement scores on the state-mandated mathematics test for 2 groups (single gender classes versus coeducational classes) in 6 middle schools during a 3-year period. Mean scores from the Palmetto Assessment of State Standards (PASS) performance statistics in mathematics were used to determine achievement levels of single-gender and coeducational instruction. Study results indicated a statistically significant difference in academic performance for students in single-gender mathematics classes compared with academic performance for students in coeducational mathematics classes. Further, girls outperformed boys. These findings led to a project consisting of implementing a professional learning community and a series of professional development sessions for Algebra I teachers. The results of this study may contribute to social change by identifying an academic program structure in which all students can be supported academically while providing teachers with ongoing opportunities to collaborate and build their capacities with the goal of improving student performance. Coeducational Mathematics Achievement Middle School Single Gender Mathematics Secondary Education and Teaching
3	Perceptions of Seventh- and Eighth-Grade Girls toward Coeducational Physical Education Classes in Five Middle Schools in East Tennessee. Sullivan, Shannon Clabo 03 May 2003 (has links) (PDF) The purpose of this study was to examine the participation, perceptions, and preferences of seventh- and eighth-grade girls in coeducational and gender-separated physical education classes in five schools in East Tennessee. The participants in this study were seventh- and eighth-grade girls attending public schools in two East Tennessee counties. Participants completed a questionnaire pertaining to their physical education classes. Although 465 students were invited to participate in this study, only 241 students returned the permission form. This resulted in a 50% response rate. The findings were descriptive in nature, although basic analyses were calculated to identify any relationships among the different variables. The literature review examined adolescents' activity patterns, adolescents' self-esteem, gender equity issues, coeducational physical education versus same-gender physical education, and physical educators and their roles. The study revealed that most seventh- and eighth-grade girls dressed out for physical education and participated in coeducational physical education classes. A majority of the seventh- and eighth-grade girls preferred having a female physical education teacher. Seventh- and eighth-grade girls' participation rates did not decrease in a coeducational class setting. There was not a significant relationship between the gender of the physical education teacher and seventh- and eighth-grade girls' participation in physical education activities. Seventh- and eighth-grade girls agreed their physical education teachers were fun, fair, and easy to talk to. Seventh- and eighth-grade girls also agreed that their physical education teachers explained things well and motivated them to do their best. Having boys in physical education classes was not a major factor for girls in dressing out for physical education classes or in their participation rates. Title IX Physical Education Obesity Gender Equity Coeducational Education
4	The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls Whitlock, Sharon E. 14 August 2006 (has links) The purpose of this study was to investigate the effects of class type, coeducational or same-sex, on the self-efficacy of middle school girls in a unit of volleyball. Four intact certified physical education specialists from two Middle Schools were used in the study. All of the teachers were female. In two of the classes, students were split out according to gender with males being taught by one instructor and the females being taught by the other instructor. For the coeducational classes, the students were randomly assigned to either of the teachers, with boys and girls evenly divided between the two classes. Essentially two new classes were created at each school. Quantitative and qualitative methods were used for the study. Two questionnaires were administered to the students. Analysis of data from the questionnaire showed the student variables that were measured quantitatively for determining girls' self-efficacy for learning volleyball were found to be significant at the 05 level, favoring girls in single-sex environments. Data from the post-intervention questionnaire and student and teacher interviews were analyzed to provide insight into student preferences for these contexts. It is concluded from the qualitative data that single-sex classes have a more supportive learning environment, and have better conduct than coeducational classes. / Ed. D. MSG Middle School Girls SSCE SSCE and self-efficacy MSG and self-efficacy
5	Correlation between disruptive behaviors and school grouping (single-sex vs. coeducational) in students from Callao, Peru / Agrupamiento escolar y frecuencia de conductas disruptivas en estudiantes de segundo grado de educación secundaria del Callao Gordillo, Enrique G. 10 April 2018 (has links) Debate on single-sex vs. coeducational schooling has increased over the last years. The purpose of the following study is to produce empirical evidence on this debate by comparing the frequency of disruptive behaviors in students thatattend single-sex and coeducational schools, in order to find statistical correlation.The frequency of disruptive behaviors in students coming from 5 single-sex schools was compared to that coming from 5 coeducational ones. Data came from 844 students aged 14, attending public schools in Callao, Peru. Students from single-sex schools showed less frequent disruptive behavior in each of the three measured categories—disruptive behaviors, behaviors that show lack of responsibility and anti-social behavior. A weak correlation was found between each of the three categories and the main variable. The study controlled for extraneous variables. / El debate sobre el mejor modo de agrupar a los estudiantes (coeducación o educación diferenciada) ha cobrado vigencia en el panorama educativo mundial. El presente estudio procuró aportar evidencia empírica al debate mediante la comparación de la frecuencia de conductas disruptivas de estudiantes de ambos modos de agrupamiento para encontrar una eventual correlación. Se compararon las frecuencias de conductas disruptivas de ochocientos cuarenta y cuatro estudiantes de segundo de secundaria de escuelas públicas del Callao (cinco mixtas; cinco diferenciadas). Los estudiantes de escuelas diferenciadas presentaron una frecuencia menor en las tres categorías analizadas (conductas que interrumpen el estudio, de falta de responsabilidad y perturbadoras de las relaciones sociales en clase). Asimismo, se encontró una correlación débil entre cada una de las categorías y la variable «agrupamiento escolar por sexo». Se controlaron variables intervinientes. Middle School Disruptive Behavior Single-Sex Schools Coeducational Schools Educación Secundaria Problemas Disciplinarios Conductas Disruptivas Educación Diferenciada Coeducación
6	The Impact of Violence in Coeducational Institution: Why Does there Appear to be more Violence in Coeducational Schools than in Single Sex Schools in Jamaica? Campbell, Amos Lord-Allan January 2018 (has links) School violence is a problem and particularly in Jamaica where it seems to be more pronounced in coeducational schools. Keen qualitative data garnering driven by the theory of symbolic interaction provides insight. Recently, Northern Caribbean University Radio announced that, in Jamaica, there is a high rate of violence in schools, and that there have been more reports of violence in coeducational schools than in single-sex schools (NCU Radio FM 91). We need to know is why this is the case? This qualitative research investigates the relationship between school structure and the incidences of violence. For a considerable period of time, the arm of the government, namely, the Ministry of Education, has been trying to stem the continuous wave of violence in schools, apparently with very little success. To date, coeducational schools have recorded more student violent activities than single-sex schools. This study will seek to ascertain why there is more violence in coeducational schools. The primary source of data for this study will be interviews with principals and vice principals, deans of discipline, guidance counselors and classroom teachers in both single-sex and coeducational schools. Another data source will be documents relating to violence in coeducational schools. / Educational Leadership Education, Higher Education, Social Sciences Sociology Coeducational Schools Fights in Schools Schools Single-sex School Violence
7	Actual Progress or Stagnation? Exploring the State of Women's Education in Western Kenya Wasike, Lyndah Naswa 05 May 2020 (has links) No description available. Education Womens Studies Literacy Gender Studies Gender Education Policy Cultural Anthropology African Studies Sub Saharan Africa Studies coeducational counseling culture Cultural-Ecological Theory gender equality gender sensitive Harambee Luhya Millennium Development Goals minority mixed-sex peer pressure school single-sex Swahili women education

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