Single-sex Schools Research Articles

Perceptions of Students regarding Instructional Methods Used for Biology at Secondary School Level in Swabi

The current study was designed to explore the perceptions of students regrading methods of instruction for biology at secondary school level and describe the impact of instructional methods on students learning in biology at secondary school level. The study was descriptive in nature in which the current status of the subject was studied. A survey method has been used in this study. All the students of class 9th in public sector schools for girls constituted the population of the research study. Out of the total population 100 students of class 9th were randomly selected from the 10-government girl high schools of district Swabi. The main tool used in the study for data gathering was a questionnaire. For the purpose of gathering information about the student's opinions of the teaching methods, a questionnaire was created. The respondents, or participants, were given the questionnaire directly, and it was then collected once they finished it. The gathered data were collated, examined, and explained. Percentage was calculated by using statistical technique for analysis. Findings conclude that the majority of respondents said they enjoy studying biology. The majority of responders said biology was useful. Students believed that their teacher used the lecture approach.

Relationship between Course Placement Criteria and Mathematics Achievement in an All-Boys Catholic School

This study explored the mathematics course placement process for incoming students in an all-boys Catholic high school. The sequential nature of mathematics significantly impacts students’ opportunity to learn; moreover, the mathematics course taken by a student during ninth grade can have far-reaching effects. Previous studies have found that ninth-grade students enrolled in Geometry, rather than Algebra 1, have a greater chance of completing advanced mathematics courses and experiencing increased mathematics success. Thus, adequately prepared students should be placed in Geometry whenever possible. To aid this effort, this study investigated whether a relationship exists between course placement criteria and future mathematics achievement. The study sample was comprised of students who graduated from the subject high school between 2015 and 2019 (N = 1067). The placement criteria examined were Acuity Algebra Proficiency Test results, High School Placement Test mathematics scores, and eighth-grade teacher recommendations. ACT mathematics scores were used as measures of success; binary logistic regression was utilized to determine strength of association between placement criteria and future mathematics achievement. Results indicate that Acuity test performance is strongly associated with future mathematics achievement, while combinations of placement criteria are more effective than individual course placement measures. Implications for further research are discussed.

The Conditional Effects of Parental Internet Supervision on Online Victimization for Early Adolescent Boys

ABSTRACT Cyberbullying victimization is a key risk factor facing contemporary young men. Parental internet supervision is thought to be effective in mitigating these risks in mixed-gender samples, but the efficacy of internet supervision for young men specifically is unclear. This study examined the effects of internet supervision upon cybervictimisation among adolescent boys in an all-boys school (Mage = 13.44), moderated by internet use and availability of internet-enabled devices in the home. Both active and restrictive forms of supervision were conditionally related to increased cybervictimisation, suggesting that the efficacy of internet supervision may be highly sensitive to contextual factors.

Data-driven learning with younger learners: exploring corpus-assisted development of the passive voice for science writing with female secondary school students

Corpus-based approaches to language and literacy education, commonly known as data-driven learning (DDL), are increasing in prominence. However, the vast majority of DDL interventions involve adult tertiary level learners, leaving a dire need for comprehensive DDL studies for secondary education. The present study reports on a half-year DDL experiment conducted at an all-girls secondary school in Australia, focusing on the development of receptive and productive knowledge of passive voice constructions used when writing scientific research reports for a physical science class. Pre/post-tests were conducted testing learners’ receptive knowledge and productive use of the passive, alongside data on learners’ autonomous use of corpora within a written research report. Learners’ perceptions of corpora and DDL were also collected through questionnaire survey and interview data taken both immediately post-training and three months after training. The results suggest learners’ corpus consultation was effective in improving use of the passive voice for science writing with pre-tertiary learners, although clear preferences for (and criticisms of) certain corpus tools, functions and usage was apparent, and continued uptake post-training was relatively weak. Generally however, the implications of these findings paint a positive picture of what is possible regarding DDL with younger learners, and provide a model of how a DDL intervention with younger learners can be successfully managed and integrated in a context where secondary content teachers, rather than solely the applied linguist, can be the main stakeholders in a DDL intervention.

Survey of occupational stress among urban school librarians in Nigeria

Occupational stress is becoming increasingly common in all categories of workers. Due to the overwhelming demands of library customers, librarians are likely to suffer occupational stress as well. The objective of this study is to assess the occupational stress of urban school librarians in selected Nigerian public secondary schools. A descriptive survey was conducted and the Occupational Stress Scale (OSS) was used to collect data from 75 urban secondary school Librarians in South-East Nigeria. Means, standard deviations, and analysis of variance were used to analyze the results. Findings suggested that male and female secondary school librarians in the sampled urban secondary schools felt similarly about their occupation's level of stress. In addition, urban school librarians with bachelor's degrees reported higher levels of occupational stress. Another finding showed that urban school librarians who are married showed more occupational stress than those who are single, separated/divorced and widowed. Moreover, no significant differences were found between urban secondary school librarians who worked in mixed or single sex schools for occupational stress. In conclusion, occupational stress is present among urban school librarians in Nigerian public secondary schools. It was recommended that stress management interventions should be tailored to assist these school librarians in managing their level of stress.

GENDER-BASED DIFFERENCES IN MASTERING ENGLISH LANGUAGE SKILLS

This study aims to find out gender-based differences in mastering English language skills between male and female students in single-sex schooling. There were 330 participants from first and second-year students of Darul Ihsan Islamic Senior High School involved. Direct learning strategies (memory, cognitive, and compensation strategy) along with attitude, motivation, and anxiety are variables analyzed in this study. A questionnaire from the Strategy Inventory for Language Learning (SILL) and Attitude Motivation Test Battery (AMTB) were adapted to collect the data. The data were analyzed by using Mann Whitney-U Test. The findings from the partial test show there was a significant difference between male and female students in attitude, motivation, anxiety, memory strategy, and cognitive strategy. Only compensation strategy and the simultaneous test of the variables were found to have no statistically significant difference between male and female students. The finding of the English subject score showed that female students outperform male students. It also found that male students have a higher level of anxiety than female students. Therefore, it is suggested that teachers should try to adjust the teaching and learning in male classes so that hopefully the learning circumstance will reduce the anxiety of male students.

Better Than a Bake Sale

When I was a diploma nursing student in the 1970s, we financed our student government dinners and school dances with bake sales held throughout the year. We had a target-rich environment among the physicians, nurses, and staff at the hospital affiliated with and adjacent to our all-female school of 100 students. The more domestically inclined used the dorm’s well-equipped lounge kitchen to bake treats. I had a much sweeter arrangement.

A Survey of COVID-19 Pandemic-related lockdown on the Lifestyle of Secondary School Students in the UK

Background: We explored the impact of COVID-19 pandemic imposed lockdown on the lifestyle (physical, mental, dietary habits, development of new skills and behaviour) of secondary school students in an urban state all-girls school in Birmingham, United Kingdom.
 Methods: An online survey using Google forms distributed online via the School Newsletter - comprising 40 questions on sleep, dietary habits, physical activity, mental health, new skills and COVID-19 symptoms. Responses were sought from pupils in school years 7-12, corresponding to age 11-18 years, (approximately 1099 students).
 Results: There were 102 responses received, a response rate of 10%.
 
 Sleep - students slept for an additional two and half hours during lockdown, and 90 minutes extra during the period of attending school online.
 Physical activities – compared to 3-hours a day during regular school time, mean daily physical activity dropped to 1-3 hours per week for 60% of students during lockdown, which were mainly home workouts, walking and cycling.
 Skills – while 54% reported deterioration in academic performance, 33% learnt a new skill such as baking or a new language.
 Mood - one third of students felt negative and 45% felt more argumentative.
 Food & shopping - majority (60%) reported both increased snacking as well as fresh fruit consumption. 30% families had changed to online grocery shopping. 1 in 5 students reported the need to ration their food.
 Covid-19 symptoms – 1 in 4 students reported symptoms of COVID-19 infection
 
 Conclusion: Our results presents a mixed picture; there is a positive impact on sleep, learning new skills and change in diet; also an adverse impact on reduced physical activity, academic performance, mood, social interactions and the economic necessity to ration food. More information is needed to explore the longer term impact of the pandemic on education, health and the interventions that may mitigate this.

Gender Difference in Students’ Attitude Towards English Language in Selected Senior High Schools in the Sunyani Municipality of the Bono Region of Ghana

This study investigated into the attitude of the Senior High School (SHS) students in the Sunyani Municipality towards the English language. Stratified sampling was employed to select 4 Senior High Schools for the study. Students and teachers of English were randomly selected from each school for the study. The data of this study was collected through a questionnaire. The data collected was subjected to both qualitative and quantitative analysis using SPSS Version. 22. The study findings reveal that the students have positive attitude toward English language However, girls had a more positive attitude towards English than boys while Single-sex schools were more positively disposed to English than mixed-sex ones. Efforts should be made to encourage students regardless of sex, to develop a more positive attitude to their study of English.

Development of scholastic well-being in the course of the 5th grade in secondary education

Scholastic well-being is highly relevant, as it is connected with achievement and successful coping with critical life events. Since well-being in school is a multidimensional construct, it is necessary to analyze trajectories of these multiple dimensions to get a deeper understanding of changes and influencing factors. The empirical base for differential development of scholastic well-being for girls and boys, students with and without migration background and students attending medium and academic educational tracks is inconsistent. Additionally, there is a lack of findings regarding students’ well-being in co-educational versus single-sex schools. Therefore, the current study aims at analyzing changes in all six dimensions of scholastic well-being during the 5th grade for specific groups of students (boys and girls, students with and without migration backgrounds, students attending medium and academic educational tracks and in co-educational versus single-sex schools). Based on a sample of N = 1,042 students in Catholic schools (80.5% female, 25.8% with migration background, 48.9% in a medium educational track, 54.3% in single-sex schools) who participated in three measurement time points, longitudinal multi-level analyses were calculated. Results reveal a decrease in all dimensions of scholastic well-being over time. Additionally, they illustrate the causal role of time-stable covariates, such as gender, educational track, migration background, and co-educational versus single-sex schooling. The results show slightly different trajectories for male and female students. Thus, the presented study builds upon results of previous studies by providing further information on short-term changes of scholastic well-being and different trajectories for specific groups of students.

Single-Sex vs Coed Education: Can Schooling Type Affect Over- and Underweight Health Risks?

Single-Sex vs Coed Education: Can Schooling Type Affect Over- and Underweight Health Risks?

Intersections of class and gender in learners’ conceptualisations of sexuality education at a private, all-girls school

In this article I explore the role that class, and its intersections with gender, play in shaping the way that learners at a private, all-girls school in South Africa conceptualise their sexuality education. Drawing on data from focus group discussions with 2 friendship groups of Grade 10 learners, the evidence reveals the multiple, intersecting and contradictory ways in which middle-class young women navigate class and gender. Firstly, learners, in drawing on a discourse of middle-class excellence, reproduced class difference in their discussion of attending a private school. Secondly, they drew on this class capital to position themselves as immune to many of the issues dealt with in sexuality education, particularly teenage pregnancy. Finally, a discussion of the gender exclusivity of their school revealed that this class capital was not always available to them, as they prioritised a discourse of heterosexual desirability over middle-class excellence in speaking about their interactions with boys. The findings reveal the complex and changing ways in which young middle-class women discursively reproduce, resist and navigate the intersecting classed and gendered systems of power that shape their particular schooling context.

Teachers’ insights into the role of teamwork among students in public schools

Despite the fact that establishing a culture of teamwork among students is one of the most important functions and duties of the school, very few studies have addressed this issue in Saudi Arabia. This study investigates the role of all-female schools in the Kingdom of Saudi Arabia in promoting a culture of teamwork among its students from the point of view of teachers. The study followed the descriptive- analytical approach: a random sample of teacher participants were selected to represent the public school community. A questionnaire was distributed among all teacher participants for data collection, and the SPSS software was used to analyze the data. The study’s results revealed that all areas regarding the culture of teamwork received high approval ratings. Further, the study recommends involving teachers and students in drafting the school's vision by providing all means of communication between departments, especially electronic platforms, including recognition of outstanding teamwork.
 Keywords: collective achievement; public education, teamwork
 
 
 

Student and teacher perceptions of the value of Total War: Saga in motivating KS3 students in an all-boys state school

AbstractThis paper will investigate the efficacy of using game-based learning to increase motivation in Key Stage 3 boys (aged 11–14) at a single-sex, non-selective free school located in inner London. During observations of classes I have seen a spectrum of varying motivation in the classroom. As such, the aim of this game-inspired motivation should, as this paper will find, have a clearly demonstrable influence on their academic studies. This will be examined through measuring both an increase in intercultural communication competence and a desire to autodidactically research these historical and classical topics. Whilst the long-term effects of this research paper on its participants will not be properly understood for years to come, what can be currently measured, I hope, can offer genuine excitement in the area of digital games and motivation.

ASSESSING CO-EDUCATION AND CHEMISTRY ATTAINMENT IN THE NORTHERN REGION OF SIERRA LEONE

This study covered nineteen senior secondary schools in the Northern region of Sierra Leone. The study is aimed at assessing the comparative attainment of pupils in single-sex and co-educational schools. A desk study of secondary data wherein documents and records relating to appropriate data sources were studied to obtain background information on co-education and chemistry attainment. A sample size of eight hundred and fifty seven (857) pupils from nineteen (19) senior secondary schools in the Northern regions of Sierra Leone who sat to the chemistry papers in the WASSCE of 2019. The study revealed that the proportions of credit and above in chemistry for boys and girls in single-sex schools are significantly higher than those of their counterparts in co-educational schools, and that the proportion of bare pass for boys is higher than that of girls, irrespective of whether the pupils are in single-sex or co-educational schools. Girls should do better as well as boys in chemistry if given the opportunity to do it and if provided with adequate motivation.

Фатыйма-Фәридә Нәүрүзова истәлегенә ачылачак мәктәпкә нигез салу мәрасиме

The presented article analyzes the solemn ceremony of opening a girls’ school in the village of Karakashly, Aktanysh district in 1915, which was founded in honour of enlightener, the first jourmalist among Tatar women Fatima-Farida Nauruzova. The article describes a brief biography of F.-F. Nauruzova, touches upon the vital issues of that era raised by her on the pages of the “Sibiria” newspaper, including women’s status in the family and society, all-girls schools for Tatars, the status of female teachers etc., mentions the names of many individuals who contributed to the construction of the school.

Impact of Some Demographic and Organizational Variables on Grade Eight Science Students’ Performance

This study examined the impact of some demographic and organizational variables (gender, school type, and parental involvement) on the performance of Grade 8 students in the 2015 Trends in International Mathematics and Science Study (TIMSS) assessment in Abu Dhabi, Emirate. The study employed a mixed-method design to determine if, and to what extent, these factors affected how the students performed in the assessment. The population for the present study comprised male and female students from 68 public and private schools (35 all-boys and 33 all-girls schools). The study sample consisted of 3400 students (1750 boys and 1650 girls) and 40 parents who were put in 4 focus groups and interviewed to triangulate the results of the quantitative data. The results of the 2015 TIMSS assessment showed that demographic factors, gender, and parental involvement had no significant effect on the students’ performance. However, the type of school (private or public) was found to be statistically significant in predicting students’ performance, as private school students performed better than their public-school counterparts. The findings of the qualitative data were aligned with the results of quantitative data to some extent. The overall findings were then discussed in the context of the recent Science Education reform initiated by the United Arab Emirates’ Ministry of Education. Keywords: TIMSS, science achievement, gender, region, school type, parental involvement

EFL Corner in Algeria: Single-Sex vs Co-Educational Schools

Abstract Nowadays, English is significantly popular among Algerian generation but not to such an extent to be used in social context. Its use is, however, limited to classroom environment except for those students who are fond of this foreign language and master it with a high level of fluency. The purpose of this paper is to highlight the status of English as second foreign language in Algeria, and how it has been injected within the educational system by taking into consideration social and cultural aspects. Education is a process and like other processes, it is exposed to several factors, some of which are aid and some others are obstructive. The type of school can be one of these factors that may affect teachers and students: Single-sex or coeducational schools. Algeria is a country that still offers different types of schools that have great impact on pedagogy and on learners’ performance in the EFL context due to social and cultural impacts.

Characteristics of schools for girls: a case study

Single-sex schools account for a minimal percentage of alternative forms of education in Poland. Debates around such institutions focus on the issues of work efficiency in the context of academic achievements and dilemmas related to the social functioning of students. Most research on singlesex education is based on the positivist paradigm and uses quantitative methods. However, there are no monographic descriptions that consider the interpretative paradigm. In response to this gap, the author conducted a study of the culture of the girls’ school using qualitative methods – a case study based on the method of ethnography. The aim of the research was to conduct an in-depth study of a selected institution and describe its culture applying anthropology-based concept. I was interested in what image of the institution emerged based on individual interpretations of its members. The aim of the study. The main research questions concerned the specificity of the functioning of the staff in particular – the relations and key program assumptions. I tried to find out which aims are declaratively important and which are implemented by members of the school community. An important topic was also their perception of social relations and the style of working of the staff. The next task was to analyse and interpret the meanings that my interviewees attached to selected aspects of the school’s operation. The actions taken can be defined as constructing and reconstructing the model of the studied reality. The main aim of the analysis was to hear the “voice from the field” in order to understand better the meanings that the interlocutors attach to the everyday life at school. Research methods. The basic procedure for collecting data were interviews, partially structured and indepth, as well as observations of various school situations (both formal and informal). I interviewed parents, teachers, representatives of the board, and other school employees, I conducted focus group interviews (FGI) with students, I shadowed the headmaster, and analysed the documents. I used Atlas.ti software for the data analysis, which facilitated assigning and classification of codes and then combining them into broader categories. Conclusions and recommendations. Research has shown that adult respondents interpret the school reality in a similar way. Both parents and school employees emphasized the importance of values in constructing the school’s working style and the unique climate of families connected with the school. Social relations and emotions accompanying them were a significant problem, which on the one hand was a challenge for everyday work, and on the other hand, the expected style of functioning. The female character of the school manifested itself mainly in these dimensions. To a lesser extent, it was reflected in the style of work that would be in line with the stereotyped interests of the students. The results of the study apply to the specific case of the studied school. The methodology can be used many times in relation to any institution of this type.

PREDICTORS OF SCHOOL CHOICE: THE CASE OF PARENTS IN CAPE COAST, GHANA

<div>We identified the pertinent factors affecting parents’ choice of a particular senior high school (SHS) in Ghana, focusing on parents with at least one child in a SHS in Ghana and are residents of Cape Coast. The approach and design used were quantitative and descriptive survey design respectively. A sample of 637 of the parents, made up of 349 women and 288 men, was used. The parents were selected using convenience and snowball sampling techniques. A questionnaire, with a reliability coefficient ranging from 0.735 – 0.829, was the instrument used to collect the data. Out of the 637 parents sampled, we were able to retrieve 588 completed questionnaires, representing 92.3 percent response rate. The data were analysed using cross tabulation and linear multiple regression analysis. The findings revealed that parents preferred public boarding SHS which is single-sex education. Also, parents preferred schools with excellent academic record, quality instruction, and positive school values. Similarly, family/parental related factors such as family moral and religious values, and parents’ income and education levels, and also social related factors such as school popularity and brand, peer influence, and social network predict significantly and positively parents’ choice of a particular SHS. We conclude that school, family and social related factors are able to influence parents’ school choice. It is recommended to heads of SHSs to be attentive to the various institutional factors and create schools that address the needs of the parents in their communities in order to attract and retain students.</div><div> </div><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0889/a.php" alt="Hit counter" /></p>