Benefits beyond Achievement? A Comparison of Academic Attitudes and School Satisfaction for Adolescent Girls in Single-Gender and Coeducational Classrooms

Autor/in	Hart, Laura C.
Titel	Benefits beyond Achievement? A Comparison of Academic Attitudes and School Satisfaction for Adolescent Girls in Single-Gender and Coeducational Classrooms
Quelle	In: Middle Grades Research Journal, 10 (2015) 2, S.33-48 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Single Sex Classes; Females; Middle School Students; Grade 6; Barriers; Student Adjustment; Early Adolescents; Coeducation; Comparative Analysis; Student Attitudes; Student Satisfaction; Statistical Analysis; Program Effectiveness; Middle School Teachers; Student Surveys; Likert Scales; Multivariate Analysis + Suchen Sie Ihr Suchwort? Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Adjustment; Studentin; Adaptation; Koedukation; Schülerverhalten; Statistische Analyse; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schülerbefragung; Likert-Skala; Multivariate Analyse
Abstract	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). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01