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AN EXPLORATORY QUANTITATIVE AND QUALITATIVE ANALYSIS OF STUDENT PERFORMANCE IN SINGLE-GENDER CLASSROOMS IN ONE FLORIDA ELEMENTARY SCHOOL: 2006-2009

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Date Issued:
2011
Abstract/Description:
ABSTRACT The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys' classes, (b) single-gender all girls' classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys' class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest DSS 29 times (36%), and the single-gender girls' class achieved the highest DSS 7 times (9%).
Title: AN EXPLORATORY QUANTITATIVE AND QUALITATIVE ANALYSIS OF STUDENT PERFORMANCE IN SINGLE-GENDER CLASSROOMS IN ONE FLORIDA ELEMENTARY SCHOOL: 2006-2009.
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Name(s): Haynes, Lloyd, Author
Taylor, Rosemarye, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: ABSTRACT The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys' classes, (b) single-gender all girls' classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys' class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest DSS 29 times (36%), and the single-gender girls' class achieved the highest DSS 7 times (9%).
Identifier: CFE0003885 (IID), ucf:48745 (fedora)
Note(s): 2011-08-01
Ed.D.
Education, School of Teaching Learning and Leadership
Doctorate
This record was generated from author submitted information.
Subject(s): Single-gender classes
single-sex classes
all boys' classes
all girls' classes
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003885
Restrictions on Access: campus 2012-06-01
Host Institution: UCF

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