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Effectiveness of Single-Gender Classrooms in Terms of Elementary Students' Academic Achievement in Mathematics.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effectiveness of Single-Gender Classrooms in Terms of Elementary Students' Academic Achievement in Mathematics./
Author:	Watson-Thomas, Jolynn Louise.
Description:	1 online resource (327 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355684216

Effectiveness of Single-Gender Classrooms in Terms of Elementary Students' Academic Achievement in Mathematics.
Watson-Thomas, Jolynn Louise.

Effectiveness of Single-Gender Classrooms in Terms of Elementary Students' Academic Achievement in Mathematics. - 1 online resource (327 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2018.

Includes bibliographical references

The purpose of this quantitative causal-comparative research was to assess the effect of classroom structure (single-gender vs. coeducational) on students' performance in mathematics in grades 3 through 5 at three large, urban elementary schools in Las Vegas, Nevada, while controlling for student gender and ethnicity. This study was theoretically founded on four educational theories---Piaget's constructivist learning theory (1952) and theory of cognitive development (2003), Kolb's (1976) learning styles theory, and Bandura's (1977) theory of self-efficacy. The researcher analyzed students' scores on the Nevada Criterion Reference Test in mathematics from the 2013--2014 school-year. The sample consisted of 743 students in grades 3 through 5. For Research Question 1, the results showed that third grade students in coeducational classrooms had a statistically significant higher mean score t(100.239) = --2.191, p = 0.031, while fourth and fifth grade students in single-gender classrooms had statistically significant higher mean score t(149.452) = 1.993, p = 0.048; t(178.000) = 3.969, p ≤ 0.001. These data suggest that single-gender classrooms are more effective for upper elementary grades. When controlling for gender and ethnicity, the ANOVA results indicated that there were no statistically significant interactive effects of classroom structure and gender, classroom structure and ethnicity, or classroom structure, gender, and ethnicity for Research Questions 2, 3, and 4, respectively. This knowledge allows school leaders to make educated decisions on whether single-gender classrooms will be an effective strategy for closing the achievement gap in their elementary school.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355684216Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Effectiveness of Single-Gender Classrooms in Terms of Elementary Students' Academic Achievement in Mathematics.
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504 $a Includes bibliographical references
520 $a The purpose of this quantitative causal-comparative research was to assess the effect of classroom structure (single-gender vs. coeducational) on students' performance in mathematics in grades 3 through 5 at three large, urban elementary schools in Las Vegas, Nevada, while controlling for student gender and ethnicity. This study was theoretically founded on four educational theories---Piaget's constructivist learning theory (1952) and theory of cognitive development (2003), Kolb's (1976) learning styles theory, and Bandura's (1977) theory of self-efficacy. The researcher analyzed students' scores on the Nevada Criterion Reference Test in mathematics from the 2013--2014 school-year. The sample consisted of 743 students in grades 3 through 5. For Research Question 1, the results showed that third grade students in coeducational classrooms had a statistically significant higher mean score t(100.239) = --2.191, p = 0.031, while fourth and fifth grade students in single-gender classrooms had statistically significant higher mean score t(149.452) = 1.993, p = 0.048; t(178.000) = 3.969, p ≤ 0.001. These data suggest that single-gender classrooms are more effective for upper elementary grades. When controlling for gender and ethnicity, the ANOVA results indicated that there were no statistically significant interactive effects of classroom structure and gender, classroom structure and ethnicity, or classroom structure, gender, and ethnicity for Research Questions 2, 3, and 4, respectively. This knowledge allows school leaders to make educated decisions on whether single-gender classrooms will be an effective strategy for closing the achievement gap in their elementary school.
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