In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently. This study compared fifth grade single-gender classes to fifth grade traditional, coeducational classes in the same urban middle school. The following were compared: students' academic achievement; office referrals received; and, students' attitudinal differences regarding reading, math, and science. When compared as a group, placement did not affect the students' academic achievement. Students in the single-gender classes had significantly more office referrals than students in the traditional, coeducational classrooms. A statistically significant relationship was shown between the groups on two math statements: studying math in high school would be a good idea and it is easy to understand math.
|School:||Trevecca Nazarene University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 71/09, Dissertation Abstracts International|
|Keywords:||Academic achievement, Attitudes toward subjects, Coeducational, Coeducational classrooms, Discipline referrals, Single-gender, Single-gender classrooms|
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