Single-sex Classes Research Articles

Classroom discourse in single-sex physics classes: A case study

This case study examined the characteristics of classroom discourse during physics lessons in two single-sex high school classes–a boys’ vs. a girls’ class. All lessons were taught by the same teacher and covered the same topics. For each class, six lessons were recorded, transcribed, and coded and the characteristics of the discussion were counted, including the number of words spoken by the teacher and students, the number of open-ended and closed-ended questions posed, and the number of open and closed discourse segments and their initiator. A total of 549 closed-ended questions, 1,151 open-ended questions, 139 closed and 168 open discourse segments were analyzed. A semi-structured interview was conducted with the teacher on his views of the discussion characteristic in his lessons and the differences he has observed between boys and girls in terms of these characteristics. The average number of all classroom discourse parameters examined was similar in both classes and no significant differences were observed. In both classes, the students participated very actively in the discourse throughout most of the lesson, both among themselves and with the teacher. From the teacher’s perspective, the differences in discussions between the classes, if any, are not related to the student’s gender, but rather to the character of the students and the classroom environment. The main conclusion that emerges from this study is that the girls’ discourse in a single-sex class does not differ significantly from the boys’ discourse, as discussed in the article.

Experiences and perceptions of male nursing students in a single-sex class: A qualitative descriptive study

The shortage of human resources in nursing is a global challenge, and males may play an important role in alleviating this shortage, especially in China. Just as single-sex education has a potentially positive impact on women in male-dominated professions, it may also have the same impact on men in nursing, which may promote male engagement in nursing. This study delved into the experiences and perceptions that are peculiar to male nursing students in a single-sex class. A qualitative, descriptive design was employed using conventional content analysis. A purposive sample of 12 male nursing students in a male-only class of a university in China participated. Individual semi-structured interviews were performed between January and March 2019. Data analysis revealed five themes. Considering the negative peer influence and potential communication barriers of a male-only nursing class, establishing a male nursing student alliance instead of a male-only nursing class may be a better choice. In Asian culture, reconstructing the current social norms of gender is crucial to eliminating prejudice and male dividends and changing the definitions of masculinity, all of which are conducive to the development of male involvement in nursing.

The effects of single-sex versus coeducational physical education on american junior high PE students’ physical activity levels and self-competence

Abstract Study aim: To examine single-sex classes versus coeducational classes in 7th grade PE and the effect the setting had on physical activity (PA) levels and self-competence. Material and methods: A total of 85 students aged 12–13 years old, enrolled in the 7th grade from one junior high in the Midwestern part of the U.S.A. participated. Classes were randomly assigned as coed or single-sex. The study took place during eight lessons of a basketball unit. Four of the lessons focused on skill and four focused on game play. Average heart rate (HR) levels were recorded through HR monitors. A modified version of the Confidence in Learning Mathematics scale was administered to the students. Results: A 2 × 2 Factorial ANOVA was completed to examine the effect of setting and gender on average HR during gameplay lessons, average HR during skill-based lessons, confidence, usefulness, and appropriateness. Results revealed on average, girls had fewer bpm compared to boys during gameplay. Also, girls in the single-sex setting had, on average, higher HR during gameplay compared to girls in coeducational. Conclusions: Similarly, to other research, males had higher bpm during game play than females and higher HR’s in the single-sex setting than the coed setting. This suggests that during basketball it might be more ideal for females to participate in a single-sex setting to elicit more activity.

Comparative Effectiveness of Problem Solving Approach on Students’ Achievement in Mathematics: The Case of Single-Sex and Co-Educational Secondary Schools in Kenya

This study aimed at comparing the effectiveness of Problem Solving Approach (PSA) on students’ achievement in mathematics in single-sex and co-educational secondary schools in Kenya. The study targeted a population of 10,500 students enrolled in 109 public schools in Vihiga County. Stratified random sampling was used to select twelve schools from the 109 schools. A sample of 1459 students was purposively and randomly drawn from the twelve schools. The study employed the Solomon’s Four-Group Design. The respondents were assigned in their intact classes to experimental groups 1 and 3 and control groups 2 and 4. All the groups were taught the same content of the topic Commercial Arithmetic. However, experimental groups were taught using PSA while control groups were instructed by conventional method. One experimental group and one control group were pre-tested prior to the implementation of the PSA treatment. After the treatment, the four groups were post-tested. Mathematics Achievement Test 1 (MAT 1) and Mathematics Achievement Test 2 ((MAT 2) were used to gather data. The instruments’ validity was determined by mathematics education experts. Reliability coefficients of 0.795 and 0.872 were obtained for MAT 1 and MAT 2 respectively using Cronbach’s alpha. Data analysis involved the use of both descriptive and inferential statistics. Descriptive statistics involved means and standard deviations and inferential statistics involved an Analysis of Variance (ANOVA). The results revealed that PSA significantly improved students’ mathematics achievement in the single-sex schools in comparison to those in the co-educational schools. It was concluded that PSA is a more effective and valuable teaching strategy to students in the single-sex schools. Therefore, the results attained in this study will allow re-focussing of the teaching strategies used in the co-educational schools so as to address the low students’ achievement in mathematics. It was recommended that the Government of Kenya through the Ministry of Education should set up more single-sex schools and stream the current co-educational schools into single-sex classes and warmly endorse PSA as the classroom instructional strategy. Keywords: Problem Solving Approach, Achievement, Single-sex schools, Co-educational schools. DOI: 10.7176/JEP/11-32-05 Publication date: November 30 th 2020

Computing, Girls and Education: What we need to know to change how girls think about information technology.

Despite significant efforts and many intervention programs over the years to encourage girls to study computing, we continue to see a declining interest. Girls’ lack of engagement with technology at school is resulting in fewer women entering the Information Technology (IT) workforce. Our research investigated whether a long-term intervention program with a specifically designed school-based curriculum could change girls’ minds about computing generally and increase their confidence and interest in an IT career. Qualitative and quantitative data were collected from girls and teachers before, during, and after this program was implemented. A conceptual model of the school-based influences on girls’ attitude was developed from the literature and used to explore the data. Findings from this four-year project added rich insights and resulted in a comprehensive model of ‘Factors that Influence Girls’ Attitude to IT.’ This research demonstrates that a carefully designed IT curriculum, delivered in single-sex classes, reinforced by opportunities to interact with role models, and timetabled in regular class time, can and does change girls’ attitudes to IT. We also found that the students reported improved confidence and increased interest in IT. We posit that our refined model of ‘Factors that Influence Girls’ Attitude to IT’ is a valuable reference tool. Teachers, academics and professionals who are implementing programs to promote IT to girls can use it.

“We Know What We Like to Do:” Effects of Purposefully Negotiating the Curriculum on the Girls in One Middle School Class and Their Teacher

Purpose: In this paper, we describe the study of one teacher as she attempted to purposefully negotiate the curriculum (e.g., goals, content, tasks, and evaluation) with one of her middle school classes. We used key concepts, constructs, and ideas from hegemonic masculinity and feminist theory to guide us in this endeavor. Method: We used seven qualitative techniques to gather data during an 18-lesson unit taught by the teacher Joanne to 37 girls. We employed standard interpretive methods during the analysis. Findings and Conclusions: Both high-skilled and low-skilled passive girls became more motivated to take part in physical education, although low-skilled girls generally had less voice in the negotiation process than their high-skilled peers. Key reasons for Joanne’s success were her skill, the support provided by the school’s leadership team, and the fact that the unit took place within a single-sex class. Conversely, the unit was constrained by Joanne’s and the girls’ socialization and Joanne’s focus on state and local standards.

Are My Pants Lowering Your Test Scores? Blaming Girls and Girls’ Empowerment for the “Boy Crisis” in Education

Drawing on participatory research in a high school implementing single-sex classes, this article demonstrates how single-sex education masks racialized economic inequality by framing low academic achievement among low-income youth of color as a function of gender, thereby scapegoating girls for a supposed “boy crisis” in education. We demonstrate this with data collected by and from students, as well as from educators and parents, delineating how girls of color were held accountable for boys’ sexual and even academic behavior. We argue that this misattribution of blame succeeds by capitalizing on entrenched gender roles that cast girls/women as responsible for boys/men and on neoliberal rhetoric trumpeting postfeminist, commercialized “girl power” and the virtue of personal responsibility. We focus particularly on how girls’ supposed newfound empowerment is folded into the long-standing discourse of girl blame by posing girl power as a problem for boys.

Faith, Love, and Literacy Practices: The Teaching and Learning of Qur’an and Arabic Language of Multicultural Muslims in a Single Sex Class

This article reports the literacy teaching and learning of a boys-only weekend class in a mosque of a midwestern city, United States. As part of the Muslim’s community who regularly attended the weekend class that studied Qur’an and Arabic, I interviewed the participants (teacher, principal, students, and parents), observed their class interactions, took notes during and after the interactions, and gathered some artifacts that portrayed the interactions and the teaching and learning processes. Coming from various cultural background, the students and teacher demonstrated shared motivation, yet divergent interpretations on the objective and the teaching learning interactions. Taking the perspectives of ethnography of communication (Hymes, 1964; Cameron, 2001), I found that the literacy practices in this community was motivated by the love and piety of God, strong ties to their cultural background, and the perpetuation of both faith and cultural identity.

Stakeholder involvement in the systematic optimisation of two school-based relationships and sex education interventions, Project Respect and Positive Choices

BackgroundThere is increasing emphasis on involving intended beneficiaries and other stakeholders in the development of public health interventions to maximise acceptability and remove barriers to adoption, implementation, and maintenance before costly implementation. Yet the processes whereby key actors are engaged in intervention development are rarely reported, and frameworks for carrying out such work remain limited. We outline our approach to involving stakeholders in the optimisation of two school-based relationships and sex education programmes (Project Respect and Positive Choices) and reflect on the challenges of co-producing with teachers, students, and other partners. MethodsSystematic optimisation of both interventions involved a review of existing literature on effective approaches; consultation with staff and students on intervention content and delivery; drafting of intervention materials; further consultation with schools; and then intervention refinement in preparation for a pilot. Seven focus groups took place in southeast and southwest England involving 75 students aged 13–15 years and 22 school staff. A group of young people trained to advise on public health research were consulted on two occasions and a wide range of sexual health and sex education practitioners and policy makers shared their views at a stakeholder event. FindingsConsultation provided useful insights to inform intervention adaption in relation to who should deliver the programmes in schools; whether lessons should be taught in single sex classes; the format that guidance and lesson plans should take; the relevance and acceptability to students and teachers; and the need for the flexibility for materials to adapt to different school contexts. Genuine consultation and incorporation of school stakeholder views was challenging where stakeholder availability was limited and intervention development and implementation timelines were tight. Challenges also arose in relation to the weight to give divergent opinions among stakeholders and between stakeholders and researchers. InterpretationCarrying out structured stakeholder engagement activities can yield valuable insights that can improve the applicability of interventions to local contexts before they are formally trialled. To genuinely engage stakeholders in intervention development requires sufficient time to both consult and adapt. In such consultations, it is important to attend not just to the voices of those who are the loudest and most powerful. FundingNational Institute for Health Research (NIHR).

Do single-sex classes affect academic achievement? An experiment in a coeducational university

We examine the effect of single-sex classes on the educational attainment of students within a coeducational university. Before students arrived on campus, we randomly assigned them to all-female, all-male, and coed classes, and thereby avoid the selection issues present in earlier studies on single-sex education of students in primary and secondary school. We find that 1 h a week of single-sex classes benefits women: females score a quarter of standard deviation better overall and are 7.7% more likely to pass their first year course. Furthermore, women assigned to all-females classes in their first year are roughly 57% less likely to drop out of university and are 61% more likely to get a top ranked degree under the UK system. There is evidence that single-sex classes cause women to adopt behaviors associated with better academic outcomes, such as attending more classes and doing optional assignments. However, these behavioral changes cannot explain much of the all-female effect.

Motivation and Engagement with Physics: a Comparative Study of Females in Single-Sex and Co-educational Classrooms

It has been argued that the establishment of single-sex classes for females can increase their motivation and participation in physics. This paper reports on findings from a multi-occasional study among 90 female year 11 physics students across single-sex and co-educational high schools in Australia. The aim of this study was to identify the differences in motivation, engagement and sustained enrolment plans in relation to physics between female students in single-sex from those in co-educational settings. Fine-grained analyses at a physics topic-specific level indicated differences between these cohorts in their interest value, career value, gender-stereotyped attitudes, performance perceptions, sustained engagement and sustained enrolment intentions in relation with physics. Results revealed that both cohorts have high levels of achievement motivation in relation to physics irrespective of their classroom composition; however, females from single-sex schools showed higher values for some constructs across various physics topics. This paper highlights the scarcity of research into females’ sustained participation in physics, once they commence studying physics, and the difference class composition makes to females’ achievement motivation and future enrolment intentions.

Teacher – Student Interaction in the English Classroom: A Case Study in a Single Sex School

This study aims to know the pattern of teacher – student conversation in English class in a single sex class. The data were obtained from a private Islamic bilingual high school Jombang. The study used qualitative approach. The data are based on the observations of the classroom and video recordings during three meetings in each class (female and male class). The theory used in the study was conversational analysis proposed by Paul Ten Have. There are four types of conversation analysis. They are turn – taking organization, sequence organization, repair organization, and preference organization. The result showed that the highest number of conversation analysis type was turn – taking organization followed by sequence organization (adjacency pairs) and the preference organization and the lowest number was repair organization. The pattern of teacher student conversation was influenced by several factors such as the topics discussed, the teaching – learning method used by the teacher, the rules of Islamic regulations and the teacher’s strategy in giving extra score to the students. Method. From the results it can be concluded that there were no marked differences of the pattern of teacher – student conversation found in the class of female student and male student only. The teacher had succeeded in the teaching and learning process without considering the gender of the students.

Teacher – Student Interaction in the English Classroom: A Case Study in a Single Sex School

T his study aims to know the pattern of teacher – student conversation in English class in a single sex class. The data were obtained from a private Islamic bilingual high school Jombang. The study used qualitative approach. The data are based on the observations of the classroom and video recordings during three meetings in each class (female and male class). The theory used in the study was conversational analysis proposed by Paul Ten Have. There are four types of conversation analysis. They are turn – taking organization, sequence organization, repair organization, and preference organization. The result showed that the highest number of conversation analysis type was turn – taking organization followed by sequence organization (adjacency pairs) and the preference organization and the lowest number was repair organization. The pattern of teacher student conversation was influenced by several factors such as the topics discussed, the teaching – learning method used by the teacher, the rules of Islamic regulations and the teacher’s strategy in giving extra score to the students. Method. From the results it can be concluded that there were no marked differences of the pattern of teacher – student conversation found in the class of female student and male student only. The teacher had succeeded in the teaching and learning process without considering the gender of the students.

What is best practice in sex and relationship education? A synthesis of evidence, including stakeholders’ views

ObjectivesSex and relationship education (SRE) is regarded as vital to improving young people’s sexual health, but a third of schools in England lacks good SRE and government guidance is outdated....

The Effects of Single-sex Mathematics Classrooms on African-American Males in the Ninth Grade

High dropout rates and poor academic performance are frequent characteristics of the educational experience for African-American male youths (Bailey & Paisley, 2004). With increased accountability standards to raise the academic achievement levels, single-sex educational environments have taken a central role in school reform agendas and initiatives in many school districts (Herr & Arms, 2004). The incorporation of a single-sex grouping served as a conduit for teachers to deliver instruction based on the varied learning styles of the students.This study was designed to determine the effect single-sex classroom instruction has on African American males’ achievement in ninth-grade mathematics compared to that of the other student groups. The researcher investigated a public school in a North Texas school district that offered alternative educational options for the students. Single-sex classrooms were created in mathematics. Teachers taught single-sex classes of students from varied ethnic backgrounds during at least one double-blocked period each day. Ex post facto data were analyzed. An independent samples t-test and a two-way factorial Analysis of Variance (ANOVA) were utilized to test each hypothesis to determine whether significant differences existed in the scale scores of comparison groups on state-mandated assessments over a period of 3 years. The instrument used to measure academic achievement is the Texas Assessment of Knowledge and Skills.This study found that the mathematics scores of African American males in single-sex classes did not significantly differ from the scores of African American males in coeducational classes. The scores for the males in single-sex classes were slightly higher than that of males in coeducational classes at each grade level throughout the 3-year period. The mathematics scores of African American females in single-sex learning environments were not significantly different than those of African American males in single-sex classes. The scores for the female students were consistently higher throughout the 3-year period. This study identified the need for single-sex instructional opportunities for students as a means of eliminating the achievement gap.

An evaluation of a body image intervention in adolescent girls delivered in single-sex versus co-educational classroom settings

Body dissatisfaction is now recognized as having considerable negative impact on social, psychological, and physical health, particularly in adolescent girls. Consequently, we have developed a six-session co-educational body image intervention (Happy Being Me Co-educational) designed to reduce body dissatisfaction and its risk factors in Grade 7 girls. In addition to evaluating the program's efficacy, we aimed to identify whether girls would benefit equally when it was delivered as a universal intervention to a whole class including both boys and girls (co-educational delivery), or delivered as a selective intervention to girls only (single-sex delivery). Participants were 200 Grade 7 girls from five schools in Melbourne, Australia. Schools were randomly allocated to receive the intervention in single-sex classes (n=74), co-educational classes (n=73), or participate as a no-intervention control (n=53). Girls completed self-report assessments of body dissatisfaction, psychological (internalization of the thin ideal, appearance comparison, and self-esteem) and peer environment (weight-related teasing and appearance conversations) risk factors for body dissatisfaction, and dietary restraint, at baseline, post-intervention, and at 6-month follow-up. Significant improvements in body dissatisfaction and psychological risk factors were observed in the intervention group at post-intervention and these were maintained at follow-up for psychological risk factors. Importantly, no significant differences between universal and selective delivery were observed, suggesting that the intervention is appropriate for dissemination in both modes.

중학교 혼성·동성학급의 체육수업 걱정거리에 대한 융복합교육 방안 탐색

중학교 혼성·동성학급의 체육수업 걱정거리에 대한 융복합교육 방안 탐색

Qualitative synthesis of young people's views of sex and relationship education

BackgroundSex and relationship education (SRE) is a contested issue but debate is dominated by professionals, parents, and the media. We aimed to investigate young people's experiences of SRE. MethodsWe searched for qualitative studies published between Jan 1, 1990, and Feb 17, 2015, of young people's views of SRE using the terms “adolescent”, “young people”, “sex and relationships”, education”, “sex education”, “sexual health education”, “qualitative research”, “qualitative” (Medline, Embase, PsychINFO); and “adolescent”, “child”, “view”, “perception”, “experience”, “sex education”, “SRE”, “sexual health education”, “school”, “qualitative” (Sociological Abstracts, IBSS, ERIC, Web of Science, CINAHL). Hand searches were also conducted. No language restrictions were imposed. We included studies with students aged 4–19 years in full-time education, young adults aged 19 or younger, or adults 25 years old or younger if recalling SRE; qualitative methods of data collection and analysis; and school-based or linked SRE. We excluded studies focusing solely on HIV/AIDS and studies of students with special needs. References found electronically were double screened and eligible papers appraised by two independent reviewers using criteria derived from reviewing qualitative research appraisal checklists. Data were extracted from included papers by the same two independent reviewers and synthesised using a meta-ethnographic approach. Findings31 relevant publications were identified electronically (from a total of 539), and 37 by hand-searching. Of these 68 publications, 54 remained after quality appraisal (47 studies). Young people reported receiving negative, gendered, and heterosexist content that ignored the fact and diversity of their sexual activity and failed to provide information they wanted. Students were vulnerable during SRE, with young men anxious to conceal sexual ignorance and young women risking sexual harassment if they participated. Both wanted a safer environment in SRE and some young women expressed a preference for single sex classes. Students were positive about sexual health experts and peer educators but disliked having their own teachers deliver SRE because of blurred boundaries, lack of anonymity, teachers’ embarrassment, and poor training. The appendix gives examples of young people's quotes. InterpretationYoung people should be involved in developing SRE programmes. SRE content should be unbiased, positive, and reflect sexual diversity and the fact of many young people's sexual activity. SRE should take place in a safe environment and be delivered by experts, probably from outside school. FundingNational Institute for Health Research School for Public Health Research.

Girls’ and Boys’ Academic Self-Concept in Science in Single-Sex and Coeducational Classes

Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents’ attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male students’ enrollment in either single-sex or coeducational science classrooms may influence their academic self-concept in science. Utilizing a quasi-experimental research design, findings suggest that being enrolled in single-sex science classrooms influence how students in this study perceive their abilities to perform and learn in science, particularly for females in single-sex science classrooms.

Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

We study the effects of random assignment to coeducational and single-sex classes on the academic performance of female high school students who all face the same curriculum. The students’ academic performance is observed over a time period of up to four years. Our estimation results show that single-sex schooling improves the performance of female students in mathematics. This positive effect is particularly large for female students with high ex-ante ability. An accompanying survey reveals that single-sex schooling also strengthens female students’ self-confidence and renders the self-assessment of their mathematics skills more level-headed.