Research on Same-Gender Grouping in Eighth Grade Science Classrooms

Abstract

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 (

Board # 91 : The Influence of Gender Grouping on Female Students' Academic Engagement and Achievement in Engineering and Biology: A Case of Small Group Work in Design-based Learning (Work in Progress)

“…While some researchers found gender grouping to be related to improved levels of girls' attitudes, interest, engagement, and achievement (e.g., Harskamp et al, 2008;), others could not establish such correlations (e.g., Kemp, 2005;) or even revealed reversed relationships (e.g., Gnesdilow et al, 2013). This phenomenon is consistent with what other researchers have noticed (e.g., Friend, 2006). Although small group work has some great advantages, only a relatively small number of studies on gender grouping in STEM fields have been conducted at the small group level.…”

“…Various formats of student activities have been used in these studies, such as paper-andpencil problem solving (e.g., Harskamp, et al, 2005), computer-aided virtual scientific inquiry (e.g., Kemp, 2005), real-life hands-on scientific inquiry (e.g., Estrada, 2007) and engineering design (e.g., Gnesdilow, et al, 2013), or exposure to authentic lab research experiences (e.g., Hirsch, et al, 2014). The term "group" has been used widely in these studies and referred to different units, including pairs (e.g., Harskamp, et al, 2008), small groups (e.g., Gnesdilow et al, 2013), classes (e.g., Friend, 2006), programs (e.g., Richardson et al, 2003), or even camps (e.g., Hughes, et al, 2013). Methods-wise, some researchers simply compared single-gender and mixed-gender units (e.g., Friend, 2006); and a few others systematically varied the gender composition of student units (e.g., 25%, 50%, 75%... female; Dasgupta et al, 2015).…”

“…The term "group" has been used widely in these studies and referred to different units, including pairs (e.g., Harskamp, et al, 2008), small groups (e.g., Gnesdilow et al, 2013), classes (e.g., Friend, 2006), programs (e.g., Richardson et al, 2003), or even camps (e.g., Hughes, et al, 2013). Methods-wise, some researchers simply compared single-gender and mixed-gender units (e.g., Friend, 2006); and a few others systematically varied the gender composition of student units (e.g., 25%, 50%, 75%... female; Dasgupta et al, 2015). Also, importantly, these studies have measured a wide variety of variables, such as student identity (e.g., Hughes et al, 2013), attitudes (e.g., Watson & Lyons, 2009), competence (e.g., Häussler & Hoffmann, 2002), interest (e.g., Hughes et al, 2013), self-efficacy (e.g., Dasgupta et al, 2016), engagement (e.g., Bennett et al, 2010), career aspiration (e.g., Dasgupta et al, 2016), and achievement (e.g., Baker, 2005).…”

A influência da diversidade de gênero e da sociabilidade no desempenho acadêmico de equipes de estudantes de graduação em Computação - uma análise preliminar

“…Por outro lado, Friend [Friend 2006] também executou um experimento comparando o desempenho de estudantes do Middle School em aulas de ciências, agrupados por gênero. Neste estudo, os resultados indicam que não houve diferenças significativas no IX Congresso Brasileiro de Informática na Educação (CBIE 2020) Anais do XXXI Simpósio Brasileiro de Informática na Educação (SBIE 2020) desempenho acadêmico dos estudantes do mesmo gênero.…”

School Characteristics and Enrollment Trend in Upper Basic Schools in Akwa Ibom State, Nigeria from 2008-2016

“…Gneezy, Niederle, and Rustichini (2003), in their test reactions to competition in maths puzzles by boys and girls, concluded that it is not that women are unwilling or unable to perform well in competitions per se, but rather that they do not compete well in competitions against men. The results of Caskey (2006) led to the conclusions that same-gender grouping did not produce significant differences in students' science academic achievement and same-gender classes did not create a more positive classroom climate. Fabian (2009) uncovered through a study that female participation in teaching has positively affected the enrolment of female students in secondary schools in Nigeria at a 5% level of significance.…”