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ERIC Number: ED527032
Record Type: Non-Journal
Publication Date: 2009
Pages: 128
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-7572-7
The Effectiveness of Single-Gender Eighth-Grade English, History, Mathematics and Science Classes
Roth, Douglas Jeffrey
ProQuest LLC, Ed.D. Dissertation, Oral Roberts University
Purpose, scope, and method of study. The purpose of this study was to compare the effectiveness of eighth-grade single-gender classes with coed classes across subject area, gender, at-risk status, and socioeconomic status (SES). The sample was drawn from one school, DeSoto West Junior High School, where enrollment averages 80% African American, 10% Hispanic, 9% Caucasian, and 1% Native American or Asian. Sample sizes in each subject area were as follows: English N=894, history N=1,121, math N=885, science N=917. The dependent variable was academic achievement as measured by the final grade percentage. The study employed a quantitative causal-comparative design utilizing final grade percentages and demographic data from school reports. Analyses included an independent-samples t-test to compare single-gender classes to coed classes, a two-way ANOVA to compare each gender between class types, and a factorial ANOVA to ascertain interaction effects of low SES and at-risk students. Findings and Conclusions. Two research questions formed the basis of analysis. Results to the first question indicated that the mean scores of the single-gender classes in all subject areas were significantly higher than the mean scores of their counterpart coed classes. Further analysis revealed that the boys in the single-gender English, math, and science classes scored significantly higher than the coed boys. While the mean score of the girls in the single-gender classes was higher than the mean of their coed counterparts they were not significant statistically. In history, although the mean scores of the single-gender classes were significantly higher overall, neither gender scored significantly higher than their coed counterparts. Results to the second research question indicated that there were significant differences for SES, at-risk, and class type in each subject area. Each of these subgroups scored significantly higher in single-gender classes. However, no other combination of independent variables significantly affected the final grade percentages in each subject area, which indicated that single-gender classes did not uniquely benefit low SES or at-risk students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Grade 8; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A