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Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
Educational Research
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Educational Research

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  • 1. Do students working in single gender groups within a mixed gender class affect their achievement? By: Ketlynne Joseph SEYS 778 Spring 2008
  • 2. Introduction
    • The purpose of the study is to compare the achievement of students when place in single gender groups.
    • Motivation
    • Experience
    • Personal History
    • In class observations
  • 3. Previous Research “All-female Classes in High School Computer Science: Positive Effects in Three Years of Data” GAIL CROMBIE TRACY ABARBANEL, ANNE TRINNEER School of Psychology, University of Ottawa
    • Method
    • Three year study to assess the affects of females in all girl classrooms and in mixed-gender classrooms.
    • Results
    • Females from all-female classes reported higher levels of perceived teacher support, confidence, and future academic and occupational intentions than did females from mixed-gender classes.
    • Females from all-female classes reported levels as high as those reported by males on perceived teacher support, whereas males reported higher levels than did females from mixed-gender classes on perceived teacher support, confidence, intrinsic value, and future intentions
  • 4. Methods
    • Student survey (n=78)
    • Pre-test (n=50)
    • Post test (n=50)
    • Single gender “round table” discussion
  • 5. Populations
    • 78 students completed the survey
    • 52 students were chosen for the focus group based on three criteria
    • Control Group:
    • 16 male 9 female
    • Experimental Group:
    • 14 male 13 female
      • Completed the survey
      • Completed the pre and the post test
      • Currently enrolled in the classes analyzed
  • 6. Methods: Student Survey
    • Students were asked 10 questions about their opinions of gender relations in their classroom using the Likert Scale.
    • Questions
    • I get along well with students of the opposite gender outside of class
    • I get along well with students of the same gender outside of class
    • I work well with students of the opposite gender in class
    • I work well with students of the same gender in class
    • I enjoy working with students of the opposite gender more than working with students of the same gender.
    • Students would learn better in a single gender classroom.
    • People of the opposite gender distract others in the classroom
    • There are many problems amongst people of the same gender in the classroom
    • There are many problems amongst people of the opposite gender in the classroom
    • In general, teachers treat the male and the female students equally.
  • 7. Results of the Survey
    • All of the students stated that they would prefer to work in a mixed- gender classroom.
  • 8. Interview Results
    • Overall consensus of male students:
      • “ Males enjoy working with females because it gives them something to do. We probably would be more focused on our work if we were with only boys but, you know, we want to impress the other people. We are in middle school, all we care about is clothes and shoes and who’s going out with who.”
    • Overall consensus of male students:
      • “ The boys act really sill and they want the girls to do all the work and they get the credit. But the boys are fun and it would be ‘madd’ boring if we with only girls.”
  • 9. Student Tests Procedure
    • Students first took a pre-test.
    • Students received 5 lessons on the earth-moon system. The lessons were identical and students were required to work in groups to complete various tasks (i.e. building a model, making inferences, analyzing experimental results).
    • Students then completed a post test
  • 10. Student Pre-test: Earth-Moon system
    • Consisted of 13 questions (2 short answer and 11 multiple choice).
  • 11. Control Group Avg. Male Score: 57 Avg. Female Score: 52 Experimental Group Avg. Male Score: 40 Avg. Female Score: 43
  • 12. Pre-Test Analysis
    • There was no significant difference between the pre-test scores of the two classed.
    • Average pre-test score for 817 = 55%
    • Average pre-test score for 815 = 41%
  • 13. Post Test
    • Consisted of 15 questions (1 essay 2 short answer and 11 multiple choice).
  • 14. Post Test Analysis
    • There was no significant difference between the pre-test scores of the two classed.
    • Average post-test score for 817 = 71%
      • Average Score Increase: 15 pts
    • Average post-test score for 815 = 56%
      • Average Score Increase: 14 pts
  • 15. Control Group Avg. Male Score: 73 Avg. Female Score: 66 Avg. Male Score Difference: 16 pts Avg. Female Score Difference: 14 pt Experimental Group Avg. Male Score: 52 Avg. Female Score: 59 Avg. Male Score Difference: 14 pts Avg. Female Score Difference: 16 pts
  • 16. Conclusions
    • There were no significant differences in the achievement of the two groups.
  • 17. Factors that may have affected my study
    • Though the students were in single gender groups the class is still mixed gender. Therefore the students were still interacting as if they were in mixed gender groups.
    • Many of the students within the control group are former ESL students.
    • I would have liked give the students a Likert scale survey the students opinions of the study.
    • Sample was not random
    • Sample knew that they were conducting a study.
  • 18. Goals for future research
    • I would like to take the students and place them in single gender classrooms for a semester each.
  • 19. Questions?

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