1. ELEMENTS OF RESEARCH XEF 500 PROFESSOR: DR. O. DENIS EKWERIKE CHEYNEY UNIVERSITY DEPARTMENT OF EDUCATION & PROFESSIONAL SERVICES GRADUATE DIVISION of EDUCATIONAL ADMINISTRATION & FOUNDATIONS JO DAN FLOYD, MARCUS FULTON, TERESA HOPSON, ARTHUR JOHNSON, TIA LONG, ANTIONETTE POWELL What Is the Impact of Gender-Based Education On Public School Achievement?

2. Table of Contents Chapter I : Introduction Chapter II : Literature Review Chapter III : Methodology Chapter IV: Results Chapter V: Discussion

3. Introduction

4. Background  History of Single-Sex Education  Supporters of Gender- Based Education  Critics of Gender Based Education Introduction

5. Statement of the Problem  When students are placed in mixed-gender classrooms, they may not be appropriately educated and given the opportunity to advance to their fullest potential. Introduction

6. Need for the Study  Despite more than a decade of intensive efforts at school reform, families, teachers, and policymakers continue to demand more effective strategies to improve the academic productivity of American schools. Gender-based Education could be one of these strategies that leads to greater academic productivity. Introduction

7. Purpose  The purpose of the study is to take a closer look at gender based education, by gathering data that indicates the impact that is had on academic achievement, as well as student inclination towards this educational setting. Introduction

8. Goal of the Study  The goal of the study is to demonstrate that gender-based education has an impact on student achievement. Introduction

9. Objective of the Study  Use data and survey tools to show that students have a greater academic success when they are taught in gender specific classrooms. Introduction

10. Research Question  What is the impact of Gender-Based Education on Academic Achievement in Public Schools? Introduction

11. Hypothesis  Gender based education has a positive impact on the academic achievement of public school students. Introduction

12. Definition of Terms  Gender Based Education  Cognitive Ability  Social Conditioning Introduction

13. Literature Review

21. Methodology

25. Reliability & Validity Validity : Evidence provided support for the relations to other variables of validity. Reliability : Questions were repeated to show consistency and stability of answers

28. Results

29. Results Percentage of boys and girls who participated The information provided in this pie chart shows out of a total of 60 students 42 % were boys and 58% were girls. Figure 1-2 Grade of student participants Figure 1-1

30. Overall level of Achievement due to preference There was a big difference in the preferences of the students in 3 rd grade compared to those in the 8 th grade. Overall the third grade students agreed that a gendered- based education would help them to improve academically. On the other hand the 8 th graders did not seem very interested in gendered-based education. The findings show that either way they feel that they would achievement at their individual potential. Results

31. Discussion

32. Interpretation of Research A. Benefits outweighs negatives 1. Academically beneficial 2. Less behavioral problems 3. Self-esteem improves

33. B. As it relates to our surveys 1. Children want to be in mixed classes 2. Socialization is a big deal 3. Children not aware of their academic future at these ages Interpretation of Research

34. C. Limitations 1. Not enough time 2. Not enough students D. Generalizability 1. Can be performed with any school, any grade Interpretation of Research