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Dissertation
The Effects of Single-sex Education on Student Math Performance in Public Middle Schools
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2014
Abstract
In this study, class design (single-sex math classes compared to coeducational math classes) was examined as an alternative method that could potentially improve middle school students' math performance. The study examined single-sex classes as a method of reducing adolescent developmental issues that may negatively impact knowledge development in social learning environments. The social, collaborative learning environments of public middle schools provide an academic atmosphere that highlights Bandura's social cognitive theory of reciprocal determinism. This study identified triadic reciprocal factors within the social learning environment of public middle schools that could negatively impact learning. These factors included (a) personal factors, (b) behavioral factors, and (c) environmental factors. The singlesex class design was expected to serve two functions: (a) create a supportive learning environment that emphasized communication, interaction, and participation within a supportive, harassment-free educational setting (Parker & Rennie, 2002), and (b) reduce individual and social adolescent development factors which may negatively affect learning in public middle schools. The results indicate that class design as it relates to single-sex math classes and coeducational math classes, under these specific learning conditions, appear to have little effect on reducing negative adolescent development factors related to mathematical knowledge development. Analyses of the results from a general perspective indicate that single-sex math classes and coeducational math classes are equally beneficial in promoting academic achievement.
Details
- Title
- The Effects of Single-sex Education on Student Math Performance in Public Middle Schools
- Resource Type
- Dissertation
- Contributors
- Holly H. Ellis (Committee Member)Byron C Havard (Committee Member) - University of West Florida, School of EducationNancy B Hastings (Committee Chair) - University of West Florida, School of Education
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 127
- Copyright
- © 2014 Duane Kenneth Eliason
- Identifiers
- 99380090747506600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida