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Investigating the impact of single-gender classes on academic achievement and student behavior in a pilot study. Data collection included surveys, teacher observations, and achievement comparison findings. Although initial results show some differences in attitudes between male and female students, further exploration is needed to determine the long-term effectiveness of single-gender classes.
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Gender Study Effects of Gender Grouping on Student Learning 9th Grade American Government Pilot Study, May/June, 2003 Heidi Howard, Rick Sansted, Teachers Dr. Dave Peterson, Principal Dr. Yi Du, Director of Research and Evaluation Gender Study
Introduction • In May 2003, two classes (24 males and 18 females) of 9th grade American government were selected as single-gender classes. • This research attempts to study different needs of boys and girls, and seeks approaches to reduce achievement gaps between genders embedded into NCLB. • This study is a continuation of the district gender research. Gender Study
Main Research Question Are single-gender classes a good way to improve learning? Gender Study
Study Design • The single-gender classes were scheduled for the first block of time with 89 minutes for every other day. • Two teachers, one female and one male, who taught these students in co-ed gender classes, taught the single-gender classes. • The curriculum, activities, and behavior management policies for the two single-gender classes were to be as similar as possible. Gender Study
Female Students: Diversity of perspectives in class discussion. Boys are fun. Male Students Diversity of perspective in class discussion. Girls study better than boys and they can help boys. Boys like girls because “girls are easy on the eyes.” Student Observation and Perceptions
Female Teacher: Girls would be more open toparticipation. Girls would be more relaxed in class. Fewer student discipline and classroom management problems. Girls would be more likely to achieve academically at a high level. Male Teacher A “boys will be boys” group mentality takes over the class. Boys would cause more classroom management problems. Boys will be less distracted by girls and focus more on the content of the class. Teacher Preconception
Teacher Observations for All-Girl Class • Girls were quiet at the beginning. • By the end of the quarter, discussions were really flowing. • An atmosphere of respect for each other that was not present in a co-ed environment was present in the all-girl class. • Girls appeared to focus on the merit of the topic and not on trying to impress either the teacher or classmates. • Fewer offered dissenting opinions than in the all-boy or co-ed classes. Gender Study
“Boys are fun.”--9th grade girls Gender Study
Teacher Observations for All-Boy Class • Boys began right away to participate eagerly, even aggressively in classroom discussion. • A variety of opinions existed and were shared openly among boys. • Students discipline and classroom management were even better than the teacher predicted. • The group or mob mentality did not really take off. Gender Study
“Girls are easy on the eyes.”--9th grade boys Gender Study
Data Collection • Achievement data--students’ test scores from 2 quizzes and 2 tests before and after experiencing the single-gender classes. Data include students from the single-gender classes and randomly selected co-ed classes. • Survey data--students’ experience and opinions about the single-gender classes. • Teacher data--Teachers’ experiences and perspectives. Gender Study
Percent of Students Reporting Enjoying Being in Social Studies Class
Percent of Student Reporting Students in Class Help Each Other
Percent of Students Reporting Discipline and Class Order are Appropriately Maintained in Class
Percent of Students Reporting They are Satisfied with Their Social Studies Classes
Percent of Students Reporting Students in Their Class are Fun to Work with
Percent of Students Reporting Students in Their Class Participated in All Kinds of Class Activities
Percent of Students Reporting They Would Like to Stay in Co-Ed Class
Findings • Girls have a more positive attitude toward the single-gender classes than boys. • When elements of equitable education are present, such as equitable class size, teaching practice, academic curriculum, and teacher collaboration, both boys and girls have an equitable opportunity to succeed. • Effective instruction is more important than grouping of students in single-gender or mixed gender classes. Gender Study
Considerations • We need to continue exploring the option of single-gender classes, which may provide experience for students and teachers that they may not be able obtain from the co-ed classes. • The single-gender class may be more suitable for subjects which require less discussion and less emphasis on diverse opinions. • It is too early to judge the success of the single-gender classroom experience. Gender Study
Recommendations for Future Single-Gender Class • Offer a single-sex class based on students’ and teachers’ voluntary choice. • Offer single-sex classes at different ages and in different subjects over a longer period of time. • Encourage all teachers to gather data about the results of instruction by gender. • Consider replicating the design of this study and change the gender of the teacher. Gender Study
