Performance levels in science and other subjects for Jamaican adolescents attending single‐sex and co‐educational high schools

Hamilton, Marlene

doi:10.1002/sce.3730690409

Cited by 9 publications

(6 citation statements)

References 4 publications

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“…Research studies and standardized assessment results have demonstrated a need for educators to explore ways to close the gender gap in the area of science favoring males (e.g., Ferreira, 2001;Lee & Burkam, 1996;NAEP, 2005;Vasquez, Teferi, & Schicht, 2003). Prior research studies reported findings that same-gender grouping leads to higher academic achievement and a more positive classroom climate than coeducational groupings (e.g., Hamilton, 1985;Klebosits & Perrone, 1998;Norfleet James & Richards, 2003;Riordan, 1990). However, many other studies reported findings that results are negative or inconclusive when comparing achievement and environment in same-gender and coeducational settings (e.g., Datnow, Hubbard, & Woody, 2001;Ferney & Domingue, 2000;LePore & Warren, 1997;Viadero, 2002).…”

Section: Rationalementioning

confidence: 99%

Research on Same-Gender Grouping in Eighth Grade Science Classrooms

Friend

2006

RMLE Online

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This study examined two hypotheses related to same-gender grouping of eighth grade science classes in a public middle school setting. The hypotheses were (a) male and female students enrolled in same-gender science classes demonstrate more positive science academic achievement than their peers enrolled in mixedgender classes, and (b) same-gender grouping of students has a positive effect on classroom climate. Participants were randomly assigned, and instruction did not vary for the same-gender and mixed-gender classes. The first experimental group was a class of all-male students (n = 20) taught by a male science teacher. The comparison group consisted of male students (n = 42) in coeducational classes taught by the same male teacher. The second experimental group was a class of all-female students (n = 23) taught by a female science teacher. This comparison group consisted of female students (n = 61) in coeducational classes taught by the same female teacher. Results of this study led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement and same-gender classes did not create a more positive classroom climate. For this middle school, policy recommendations include limiting same-gender grouping until further research indicates that this structure is effective in countering genderstereotypes and improving achievement and attitudes toward science. Research on Same-Gender Grouping in Eighth-Grade Science Classrooms As a middle school principal, I observed a science class activity favored by teachers that occurred during the first week of school. Each student drew a picture of a scientist, and the results were intriguing. Most scientist pictures portrayed males, often with "nerdy" characteristics such as a pocket full of writing utensils or oversize eyeglasses. My practitioner's experience with young adolescents paralleled evidence in the literature to support findings that there are significant differences in science achievement and attitude toward science that are associated with gender (

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Section: Rationalementioning

confidence: 99%

Research on Same-Gender Grouping in Eighth Grade Science Classrooms

Friend

2006

RMLE Online

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“…One such recent study comes from Jamaica (Hamilton, 1985). In this stratified random sample of 1,146 grade-11 students (529 boys and 617 girls) attending 15 of the 41 high schools in Jamaica (3 all-boy, 5 all-girl, and 7 coeducational), students in single-sex schools significantly outperformed their same-sex counterparts in coeducational schools on the General Certificate of Education "O" level examinations.…”

Section: Single-sex Educationmentioning

confidence: 97%

“…First, it extends the empirical evidence for developing countries by analyzing data from the Second International Mathematics Study (SIMS) conducted by the International Association for the Evaluation of Educational Achievement (IEA) in Thailand during the 1981-82 academic year. We are not aware of any other rigorous comparisons of single-sex/ coeducational schools in determining achievement in developing countries, although one descriptive study was conducted in Jamaica (Hamilton, 1985).…”

mentioning

confidence: 99%

“…The helpful comments of Valerie Lee, programming assistance of Jong Kim, and contribution of the International Association for the Evaluation of Educational Achievement (IEA) in making the data available to us are gratefully acknowledged. girls (Carpenter, 1985;Finn, 1980;Hamilton, 1985;Hennessey, 1985;Jones, Shallcrass, & Dennis, 1972;Lee & Bryk, 1986;Price & Rosemier, 1972;Riordan, 1985). In developing countries where coeducation may be culturally unacceptable, single-sex education holds the additional promise of enabling or increasing female school participation (Lycette, 1986).…”

mentioning

confidence: 99%

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Enhancing Girls’ Learning Through Single-Sex Education: Evidence and a Policy Conundrum

Jiménez

Lockheed²

1989

Educational Evaluation and Policy Analysis

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A key consideration in the policy debate on the appropriate role of single-sex education in predominantly coeducational school systems is relative benefit for male and female students. This paper analyzes the relative performance of single-sex education and coeducation in Thailand in enhancing eighth-grade male and female student scores on standardized mathematics tests, holding constant student background, peer, and school characteristics. Its main conclusions are that (a) single-sex schooling is more effective for female students and coeducational schooling is more effective for male students in improving student performance in mathematics and (b) these differentials are largely due to peer effects rather than to specific characteristics of single-sex and coeducational classrooms or schools.

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“…På grunn av økt innslag av kjønnsblandete skoler i England ble det saerlig på 1970 og 1980 tallet gjennomført en del studier av utdannings messige konsekvenser ved kjønnssegregerte skoler versus kjønnsblandede skoler. Funnene har vaert varierende, men flere konkluderte med at det var mange laeringsfordeler for elevene, og da saerlig for jentene, å gå på kjønns delte skoler (Hamilton 1985;Harvey 1985;Lee & Bryk 1986;Riordan 1985;Steedman 1985). Senere forskning har imidlertid påpekt at dette var en tilsynelatende effekt som primaert skyldes ulik rekruttering til kjønnsdelte og kjønnsblandete skoler og at mange av de kjønnsdelte skolene er private og/eller katolske skoler, som ikke nødvendigvis er direkte sammenliknbare med de vanlige offentlige skolene (Bell 1989;LePore & Warren 1997;Marsh 1989a;1989b).…”

Section: Kjønnsdelt Undervisningunclassified