ERIC Number: ED370806
Record Type: RIE
Publication Date: 1994-Apr
A Student's Perspective on the Intrinsic Characteristics of the Single-Sex Physics Class.
Gierl, Mark J.; And Others
Little is known about the intrinsic characteristics that distinguish single- and mixed-sex classrooms at the secondary level. To address this gap in knowledge, 19 Grade 11 students who were in a mixed-sex Physics 10 (during Grade 10) and a single-sex Physics 20 (during Grade 11) class were asked to compare the two environments. Twenty-four Grade 11 students who were in a mixed sex class also participated. All students had the same teacher and attended the same school during Physics 10 and 20. Students across the three classes did not differ in ability, in overall family income, or in perceptions of workload and content difficulty. In physics achievement, the females in the single-sex class performed equally well in Physics 10 and 20 whereas the males in the single-sex class performed better in Physics 10. The females in the single-sex class reported that Physics 20 was more involving, affiliative, orderly, and organized than Physics 10. They also reported that the teacher exerted less control in the single-sex context. Not surprisingly, the females in the single-sex class had a stronger preference for the gender-specific context of Physics 20 compared to the males in the single-sex class and students in the mixed-sex class. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1994).