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- Title
- THE EFFECTS OF INQUIRY AND SINGLE-GENDER GROUPING ON SECOND GRADE GIRLS' ATTITUDES AND PARTICIPATION IN SCIENCE.
- Creator
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Estrada, Elsy, Jeanpierre, Bobby, University of Central Florida
- Abstract / Description
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Disparities between males and females in attitudes toward science have been the focus of extensive investigations. Studies have found that females feel intimidated by their male peers in science and mathematics classes, making girls less likely to participate. Their confidence in these areas decreases and they become less likely to follow related career paths. Researchers and educators are at task to find methods to provide equal learning opportunities for all students. The purpose of this...
Show moreDisparities between males and females in attitudes toward science have been the focus of extensive investigations. Studies have found that females feel intimidated by their male peers in science and mathematics classes, making girls less likely to participate. Their confidence in these areas decreases and they become less likely to follow related career paths. Researchers and educators are at task to find methods to provide equal learning opportunities for all students. The purpose of this action research was to investigate the effects of single-gender grouping and inquiry-based teaching on girls' participation and attitude in science class. This study took place in a second grade classroom at a suburban school in the fall of 2005. Surveys and interviews were used to investigate students' attitudes before and after working with inquiry learning single-gender groups. Using observations, female students' participation was recorded according to the kind of participation they exhibited – passive/assisting, active/leading, or active/manipulating. Students maintained journals to record their understanding of science content and rated the lessons. In addition to improving female students' attitudes towards science, inquiry learning fostered an increase in active student participation. Six out of the eight female students perceived that girls participated more in single-gender groups during the study than they did before the study in their regular mixed-gender groups. However, they did not report a change in their own participation in relation to their peers after working in single-gender groups. Further research with control groups was suggested with a larger and more socio-economically diverse population.
Show less - Date Issued
- 2006
- Identifier
- CFE0000991, ucf:46703
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000991
- Title
- CASE STUDIES OF READING PERFORMANCE OF MALE STUDENTS AND THE SINGLE-SEX CLASSROOM.
- Creator
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Basilo, Eric, Murray, Barbara, University of Central Florida
- Abstract / Description
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Data from standardized test scores shows boys are falling further behind in literacy each year. Thanks to countless hours of research, we can pinpoint some of the causes for this decline. The major challenge educators face is how to keep boys interested in reading while placed in classrooms not necessarily designed to meet their needs. One option being explored is the use of single-sex classrooms. For over 160 years in the United States, public school single-sex classrooms have existed. The...
Show moreData from standardized test scores shows boys are falling further behind in literacy each year. Thanks to countless hours of research, we can pinpoint some of the causes for this decline. The major challenge educators face is how to keep boys interested in reading while placed in classrooms not necessarily designed to meet their needs. One option being explored is the use of single-sex classrooms. For over 160 years in the United States, public school single-sex classrooms have existed. The thought is that by separating boys and girls for academic classes, certain distractions will be eliminated, the environment can be adapted to accommodate the needs of boys, and teachers can teach in a style more appropriate to the gender. This study investigated how successful single-sex classrooms are in promoting student achievement. By taking data from the National Association for Single-Sex Public Education (NASSPE), and standardized test scores from selected states, the study looked at any statistical differences that occurred within schools containing academic, single-sex classrooms, and coeducational classrooms. Further, the study investigated whether significant differences occurred between gender groups within schools containing single-sex classrooms and those within coeducational ones. Finally, the study looked at presentation methods within these classes. Findings of the study indicated that for single-sex classes to be effective, further research must occur in order to develop best-teaching practices applicable to each gender. The study also demonstrated the need for professional development opportunities for single-sex classroom teachers, as success in such classrooms was found to be possible and demonstrable. Furthermore, the study indicated a need to identify students who would most benefit from inclusion in a single-sex classroom.
Show less - Date Issued
- 2008
- Identifier
- CFE0002019, ucf:47618
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002019
- Title
- AN EXPLORATORY QUANTITATIVE AND QUALITATIVE ANALYSIS OF STUDENT PERFORMANCE IN SINGLE-GENDER CLASSROOMS IN ONE FLORIDA ELEMENTARY SCHOOL: 2006-2009.
- Creator
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Haynes, Lloyd, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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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...
Show moreABSTRACT 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%).
Show less - Date Issued
- 2011
- Identifier
- CFE0003885, ucf:48745
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003885
