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ERIC Number: ED553953
Record Type: Non-Journal
Publication Date: 2013
Pages: 159
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-3658-0
ISSN: N/A
Teaching Strategies and Gender Based Learning Environments: How They Relate to Self-Efficacy, Participatory Behaviors, and Academic Achievement
Allen, Debra
ProQuest LLC, Ed.D. Dissertation, Northern Kentucky University
This mixed method participatory action research study investigated the relationships of effective teaching strategies and gender based learning environments to pre-adolescent females' self-efficacy of mathematical ability, classroom participatory behaviors, and academic achievement in the area of mathematics. Research-based teaching strategies were used with sixth grade girls who learned mathematics in a non-accelerated single gender environment (n = 28) and sixth grade girls who learned mathematics in a non-accelerated mixed gender environment (n = 12). Female students in both types of learning environments experienced increases in self-efficacy of mathematical ability, in levels of participatory behaviors, and in academic performance. Although the self-efficacy of mathematical ability of girls in both types of learning environments increased, girls in the mixed gender classroom environment experienced higher growth of self-efficacy than girls in the single gender classroom environment. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A