Comparing Student Achievement in Single-Gender and Coeducational Classrooms Using the Tennessee Comprehensive Achievement Program

Autor/in	Young, La Sandra M.
Titel	Comparing Student Achievement in Single-Gender and Coeducational Classrooms Using the Tennessee Comprehensive Achievement Program
Quelle	(2016), (89 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delta State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-8506-0
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Single Sex Classes; Coeducation; Standardized Tests; Middle School Students; Grade 6; Grade 7; Statistical Analysis; Comparative Analysis; Achievement Tests; Reading Achievement; Mathematics Achievement; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Standadised tests; Standardisierter Test; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Schools across the nation are faced with an increased urgency to seek innovative strategies to improve low academic performance of students as mandated by No Child Left Behind Legislation (Friend, 2006). Specifically, in the state of Tennessee in schools such as those located in the Shelby County Schools District who have experienced low student achievement on the state standardized test for three consecutive years in reading/language arts and mathematics. Low socioeconomic, all minority, and urban school settings faced with challenges of improving test scores and performing on grade level is why there is a need to investigate the relationship of single-gender classrooms on student achievement. Proponents of single-gender classroom argue that gender-based education should improve academic achievement for both boys and girls; however, contradictory or inconsistent research also exists in the literature. In an attempt to increase student achievement, a single-gender program was implemented to increase student achievement, specifically in reading/language arts and mathematics by providing separate classrooms for boys and girls as an alternative to coeducational classroom placement. It was the intent of this researcher to examine the possible relationship between gender-based classroom instruction on middle school student achievement in reading/language arts and mathematics for boys and girls in the sixth and seventh grades. This quantitative study analyzed paired samples t-tests to determine the difference in the academic achievement of single-gender classrooms and coeducational classrooms. Results from this study found no statistical significance in achievement in the academic areas of reading/language arts and mathematics on the TCAP assessment at this target school. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01