Dissertation/Thesis Abstract

A comparison of single -gender classes and traditional, coeducational classes on student academic achievement, discipline referrals, and attitudes toward subjects
by Smith, Debra Messenger, Ed.D., Trevecca Nazarene University, 2010, 139; 3413122
Abstract (Summary)

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.

Indexing (document details)
Advisor: Kersey, George
School: Trevecca Nazarene University
Department: Education
School Location: United States -- Tennessee
Source: DAI-A 71/09, Dissertation Abstracts International
Subjects: Elementary education
Keywords: Academic achievement, Attitudes toward subjects, Coeducational, Coeducational classrooms, Discipline referrals, Single-gender, Single-gender classrooms
Publication Number: 3413122
ISBN: 978-1-124-13214-3
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