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ERIC Number: EJ1144329
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1937-0814
Benefits beyond Achievement? A Comparison of Academic Attitudes and School Satisfaction for Adolescent Girls in Single-Gender and Coeducational Classrooms
Hart, Laura C.
Middle Grades Research Journal, v10 n2 p33-48 2015
Overall, the research on the effectiveness of single-gender education is inconclusive. However, research also indicates that some benefits beyond academic achievement may be possible. These findings may be significant for middle school girls, who often struggle with social interactions related to adolescence that create barriers in successfully transitioning to middle school. As these issues for middle school girls are sometimes unique to their gender, advocates argue that single-gender education emerges as a possible solution. This study investigated the potential benefits of participation in a single-gender classroom for sixth-grade females over a 3-year period. A total of 109 participants were involved. Girls in single-gender classrooms compared to those in coeducational classrooms on variables of "academic attitudes" and "student satisfaction with school." Statistical significance using MANOVA was observed on "student satisfaction with school"; descriptive data from single-gender participants indicated a high degree of satisfactions with the single-gender program. Results showed that participation in single-gender programs can produce higher levels of "student satisfaction with school" (as explored in this study).
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/middle-grades-research-journal.html
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A