THE IMPACT OF SINGLE-GENDER CLASSROOMS ON MATHEMATICS PROBLEM SOLVING AND PROCEDURES OF FEMALE MIDDLE SCHOOL STUDENTS

The Impact of Single-Gender Classrooms on Mathematics Problem Solving and Procedures of Female Middle School Students

By:

Lori Brocato

Samford University

Table of Contents

Chapter One: Introduction3

Policy implications4

Middle school philosophy5

Problem Statement6

Purpose of the Study6

Research Questions7

Null Hypothesis7

Definitions8

Limitations9

Delimitations9

Significance of the Study9

Chapter Two: Literature Review13

Introduction13

Needs and Learning Behaviors of Middle School Learners13

Motivation15

Social Relationships15

Student Self Esteem16

Adolescence and Learning Environment17

Social Competence18

Gender Equity19

Experiences of Teachers and Students in Single-Gender Learning Environments26

Single-Gender Education30

The Influence of Gender on Learning34

Passive teaching vs. active teaching36

Teacher Perception51

Schools' efforts to train teachers for single gender classes60

Effects of Classroom Environment on Student Achievement and Motivation76

Attitudinal Variables82

Summary83

Chapter Three: Methodology85

Introduction85

Design85

Participants86

Instrumentation86

Procedure87

Data Analysis87

Chapter Four: Discussion89

Chapter Five: Conclusion112

References114

Chapter One: Introduction

Gender equity in schools has been a topic of intense study over the past several years. Works such as How Schools Shortchange Girls (AAUW, 1992), Schoolgirls: Young Women, Self-Esteem and the Confidence Gap (Orenstein, 1994), and Failing at Fairness (Sadker & Sadker, 1994) provide support for the contention that females and males do not receive the same treatment and opportunities in school, particularly in mathematics and science. The findings of these studies and many others (e.g., Brophy & Good, 1974; Fennema, Reyes, Perl, Konsin, & Drakenburg, 1980; Fennema & Peterson, 1987) suggest that girls are being shortchanged in public school classrooms and have stirred interest in single-sex schools and classrooms as a way of providing female students with a bias-free educational experience.

Researchers have not investigated fully the educational effects of single-gender classrooms in middle schools. Several researchers, in fact, have cautioned that the move to institute single-sex classes has proceeded without substantive evidence or justification (Rowe, 1988; Willis & Kenway, 1985). Almost all of the existing research has focused on the effects of single-sex classes in high school and college. If, as some of this research has indicated, females who attend single-sex high school and college classes are advantaged educationally in comparison with those who attend coeducational classes (Lee & Bryk, 1986; Lee & Marks, 1990; Riordan, 1990), are females who attend single-sex classes in middle school similarly advantaged? This is an important question to investigate in light of the renewed interest in single-gender education, particularly at the middle school level.

There is much discussion in today's schools concerning student achievement in mathematics. One specific area is the apparent gender gap between boys and girls in the area of mathematics. Most researchers agree that there is a gap; however, the debate wages on as to the degree of the gender gap and how much it is really narrowing. Some believe that girls have made great strides in the area of mathematics, have caught up with boys, and have caused the gap to narrow considerably, perhaps even closed it (Riordan, 1990). Others believe that the gap still exists and is stronger than ever. Those who hold this view also feel that much must be done to ensure an equal education in mathematics between boys and girls (Fennema, 1995).

Policy implications

The gender gap in mathematics has been a topic of considerable research over ...