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ELEMENTS OF RESEARCH XEF 500PROFESSOR: DR. O. DENIS EKWERIKE

CHEYNEY UNIVERSITYDEPARTMENT OF EDUCATION & PROFESSIONAL SERVICESGRADUATE DIVISION of EDUCATIONAL ADMINISTRATION & FOUNDATIONS

JO DAN FLOYD, MARCUS FULTON, TERESA HOPSON, ARTHUR JOHNSON, TIA LONG, ANTIONETTE POWELL

What Is the Impact of Gender-Based Education On Public School Achievement?

Table of

ContentsChapter I : Introduction

Chapter II : Literature Review

Chapter III : Methodology

Chapter IV: Results

Chapter V: Discussion

Introduction

Introduction

Background

History of Single-Sex Education

Supporters of Gender- Based Education

Critics of Gender Based Education

Introduction

Statement of the Problem When students are placed in mixed-gender classrooms, they

may not be appropriately educated and given the opportunity to

advance to their fullest potential.

Introduction

Need for the Study

Despite more than a decade of intensive efforts at school reform,

families, teachers, and policymakers continue to demand more

effective strategies to improve the academic productivity of American

schools. Gender-based Education could be one of these strategies that

leads to greater academic productivity.

Introduction

Purpose The purpose of the study is to take a closer look at

gender based education, by gathering data that

indicates the impact that is had on academic

achievement, as well as student inclination towards

this educational setting.

Introduction

Goal of the Study The goal of the study is to demonstrate that gender-based education

has an impact on student achievement.

Introduction

Objective of the Study Use data and survey tools to show that students have a

greater academic success when they are taught in gender

specific classrooms.

Research Question What is the impact of Gender-Based Education on

Academic Achievement in Public Schools?

Introduction

Hypothesis Gender based education has a positive impact on the

academic achievement of public school students.

Introduction

Definition of Terms

Gender Based Education

Cognitive Ability

Social Conditioning

Introduction

Literature Review

Literature ReviewInclusion Criteria:

• Twenty-Year Period from 1988-2008

• Research cited from public school data

findings.

Literature ReviewTopics Covered:

• Cognitive Ability: Genetic or Social

Conditioning?

• Coeducational Disparity

• Disadvantages of Same-Sex Schooling

• Benefits of Same-Sex Schooling

• Summary

Literature ReviewGenetic or Social Conditioning?

• Boys and girls are 'hard-wired' at birth (Kimura,

2004)

• Social Conditioning (Elder & Paul, 2007; Tindall

& Hamil, 2004)

Literature ReviewCoeducational Disparity• Girls get less attention (McCloskey, 1994)• Girls may get sexually-harassed (McCloskey, 1994)• Girls self-esteem wanes during adolescent years (Brown- Nagin, 2000)• Girls better at language arts (Worrell, 2005; Kimura, 2002)• However, most students at the bottom of class are boys (Pollack, 1999)• More boys are held back, suspended, misdiagnosed (Halpern, 2000; Weil, 2008)

Literature ReviewDisadvantages for Same-Sex Schooling• Students in same-sex environment may become homosexual (Salomone, 2003; Sather, 2007)• Gender stereotypes may be reinforced (Elder & Paul, 2007)• Civil rights violation (Strauss, 2006)

Literature Review

Benefits of Same-Sex Schools• Students see same-sex teacher role models (Riordan, 2000)• Students feel less embarrassment, less peer pressure (Salomone, 2003)• Students (both genders)have higher career goals

(Riorda as cited in Brown-Nagin, 2000)• Girls can participate in male-dominated sports (Russell-Baca, 2007)• Boys can participate in arts or 'girly' classes (Russell-Baca, 2007)• Girls can participate in math or science (masculine) classes

(Lippa, 2002)• Classes of both genders have less discipline problems (Lippa, 2002)

Literature Review

Summary

•Gender-specific environments have a positive impact on academic achievement

(Barton & Cohen, 1994; Lippa, 2002; Salomone, 2003; Tindall & Hamil, 2004; Weil, 2008)

•“Girls and boys are similar and different....Differences are not deficiencies” (Halpern, 2000, p. 73)

Methodology

Type of Design: Comparison Study

Variables:

•Independent: Gender

•Dependent: Student

Achievement

PopulationUrban male and female students within the Philadelphia Region

• Age 8-14

• Attend Public School

• Included 60 students: 25 boys, 35 girls

Instrumentation•10-item survey, “Gender Preference Survey” using the Likert Scale

•Questions included:Gender preferenceParticipationCompetitionAchievementTeacher RapportOver Educational ExperienceDemographic Information: gender; grade level

Reliability & ValidityValidity: Evidence provided support for the relations to other variables of validity.

Reliability: Questions were repeated to show consistency and stability of answers

Procedure•Individual in-person surveys•Lasting 20-25 minutes•Monitored by homeroom teacher•Teachers administered the surveys and returned within two days•Anonymity was ensured

Data Analysis•Organized into four categories

GirlsBoysCombinedOverall rating

•Reviewed and critiqued to identify commonalities•Based on the data

Inferred that girls do better than boys

Results

ResultsPercentage of boys and girls who

participatedThe information provided in this pie chart shows out of a total

of 60 students 42% were boys and 58% were girls.Percentage of boys & girls who took the

survey

1 2

Girls 58 % Boys 42%

Grades

1 2

8TH Grade 3rd grade

42%58%

Figure 1-2 Grade of student participantsFigure 1-1

Overall level of Achievement due to preference

There was a big difference in the preferences of the students in 3rd grade compared to those in the 8th grade. Overall the third grade students agreed that a gendered- based education would help them to improve academically. On the other hand the 8th graders did not seem very interested in gendered-based education. The findings show that either way they feel that they would achievement at their individual potential.

Results

Discussion

Interpretation of ResearchA. Benefits outweighs negatives

1. Academically beneficial 2. Less behavioral

problems3. Self-esteem improves

B. As it relates to our surveys1. Children want to be in mixed

classes 2. Socialization is a big deal3. Children not aware of their

academic future at these ages

Interpretation of Research

C. Limitations1. Not enough time

2. Not enough students

D. Generalizability1. Can be performed with any school,

any grade


E. Recommendations•Consider Girls High, and Southwest Boys as agents of change•More research on topic•More surveys available on topic

F. Conclusion1. Try It, it may actually work!!
