Students' Views on Mathematics in Single-Sex and Coed Classrooms in Ghana

Autor/inn/en	Bofah, Emmanuel Adu-tutu; Hannula, Markku S.
Titel	Students' Views on Mathematics in Single-Sex and Coed Classrooms in Ghana
Quelle	In: European Journal of Science and Mathematics Education, 4 (2016) 2, S.229-250 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Foreign Countries; Student Attitudes; Grade 12; Single Sex Schools; Mathematics Education; Gender Differences; Self Esteem; Coeducation; Males; Females; Educational Environment; Family Influence; Teacher Competencies; Student Surveys; Factor Analysis; Statistical Analysis; Correlation; Goodness of Fit; Maximum Likelihood Statistics; Ghana + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; School year 12; 12. Schuljahr; Schuljahr 12; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Mathematische Bildung; Geschlechterkonflikt; Self-esteem; Selbstaufmerksamkeit; Koedukation; Male; Männliches Geschlecht; Weibliches Geschlecht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst; Schülerbefragung; Faktorenanalyse; Statistische Analyse; Korrelation
Abstract	In this study, we investigated students' views on themselves as learners of mathematics as a function of school-by-sex (N = 2034, MAge = 18.49, SDAge = 1.25; 12th-grade; 58.2% girls). Using latent variable Structural Equation Modeling (SEM), the measurement and structural equivalence as well as the equality of latent means of scores across single-sex and coed schools were tested. Findings regarding the latent mean differences revealed that girls in single-sex schools had significantly higher mathematics self-confidence than did students' in coed schools. Girls in coed schools had significantly lower mathematics self-concepts than did boys in single-sex, girls in single-sex and boys in coed schools. Girls in single-sex schools had significantly higher family encouragement than students' in all other school types. Moreover, a more complex dynamics were found on the teacher quality variate. This paper argues for a deeper understanding of sex-school interaction and of possible causes of students' views on mathematics. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01