Dissertation/Thesis Abstract

The effects of different gender groupings on middle school students' performance in science lab
by Drab, Deborah D., M.S., California State University, Long Beach, 2012, 136; 1522219
Abstract (Summary)

Grouping students for labs in science classes is a common practice. This mixed methods quasi-experimental action research study examines homogeneous and heterogeneous gender grouping strategies to determine what gender grouping strategy is the most effective in a coeducational science classroom setting. Sixth grade students were grouped in same-gender and mixed-gender groups, alternating each quarter. Over the course of an academic year, data were collected from four sources. The teacher-researcher observed groups working during hands-on activities to collect data on student behaviors. Students completed post-lab questionnaires and an end-of-course questionnaire about their preferences and experiences in the different grouping strategies. Student scores on written lab assignments were also utilized. Data analysis focused on four areas: active engagement, student achievement, student perceptions of success and cooperative teamwork. Findings suggest that teachers may consider grouping students of different ability levels according to different gender grouping strategies to optimize learning.

Indexing (document details)
Advisor: Henriques, Laura
Commitee: Straits, William, Williamson, Tim
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 51/05M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Middle School education, Education, Science education
Keywords:
Publication Number: 1522219
ISBN: 9781267977069
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