Mixed or single-sex School?

Dale, R. R.

doi:10.4324/9781315173641

Cited by 23 publications

(8 citation statements)

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“…Boys tend to master learning goals with good understanding of what is learned in a better way with higher interest for challenge (Musa et al, 2016) than do girls. This is in contradiction with the traditionally held idea and intelligence from Western countries that females perform significantly better than males in English/language (Mars et al, 1983) and Dale ( , 1974, which explains that mixed schools show a better correlation with academic performance. These differences may be due to social and gender climates as cross-gender interaction could interfere with academic development (Lee & Bryk, 1986).…”

Section: Other Moderator Variablescontrasting

confidence: 68%

A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance

Nauzeer

Jaunky

2021

PEDAGOGICAL RES

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Domains of motivation, learning and personality traits (MLP) have emerged as vital constructs in studies of academic performance. Although there are abundant studies on the relationships of the three aforementioned dimensions on performance, no systematic synthesis of the empirical literature has been done regarding how three determinants jointly influence academic performance. Random-effects meta-regression analysis with a restricted maximum likelihood estimator is applied to 54 papers with 344 estimates. Summarization of effect sizes reveal a mean effect size for the study of r=0.22. The forest plot suggests a significant amount of study heterogeneity. No evidence of significant publication bias is uncovered. The achieved results show the significance of MLP as associated variables and also on an individual basis and they can positively impact student's academic performance. Other mediator variables, including income level, year, main methodology used, cohort gender, sample size, publication type and citations are found to be important variables in understating academic performance. Future work is needed to develop an integrated approach to examine educational objectives and explore the correlates of combined MLP and academic performance.

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Section: Other Moderator Variablescontrasting

confidence: 68%

A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance

Nauzeer

Jaunky

2021

PEDAGOGICAL RES

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“…This debate started with the early British findings reported by Dale (1969;1971;1974) which suggested that mixed schools were better placed to meet the social and educational needs of young people (Dale, 1974). Up until this time, there had been a strong tradition of single-sex schooling at the secondary level, with mixed schools being less common (Cocklin, 1982).…”

Section: Background To the Studymentioning

confidence: 99%

Economic Factors Affecting Girls Academic Performance (Kcse) In Mixed Secondary Schools: A Case Of Nakuru Municipality

Akinyi¹,

Musani²

2016

ELP

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This study intended to investigate Economic factors affecting girls' performance in mixed secondary schools. The objectives of the study were to determine Economic factors, which affect girls' academic performance (KCSE) in mixed secondary, to suggest the possible strategies to counter the Economic factors which affect girls' academic performance. The study sampled mixed Secondary Schools which are twelve in number using simple random technique to select six schools. From the sampled schools, an equal numbers of students were selected from form four classes in each school totaling 160. Sixty (60) teachers were included in the study and six (6) head teachers .Data was collected using questionnaires for students and teachers.Interviews were for head teachers. The research employed a mixed method design technique. Data was analyzed using descriptive statistics i.e.frequencies, percentages, mean and Standard deviation. Scientific Package for Social Sciences (SPSS) was also used. The findings of the study were to provide to the education stakeholders to come up with strategies for

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“…Several authorities have discussed at varying lengths the cultural constraints as they operate to limit education for girls in the world. Dale (1969Dale ( , 1971Dale ( , and 1974 in his studies noted that girls in mixed schools perform poorly because of societal attitudes where society does not advocate boys and girls living together. Dale however, feels that education should be mixed because according to him, both boys and girls were more satisfied with mixed schools, seeing it as amore "natural" environment and feeling it helped their relationships with the opposite sex.…”

Section: Cultural Constraintsmentioning

confidence: 99%

School Based Factors Affecting Girls Academic Performance (Kcse) in Mixed Secondary Schools: A Case of Nakuru Municipality

Akinyi¹,

Musani²

2015

EJES

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This study intended to investigate School based factors affecting girls' performance in mixed secondary schools. The objectives of the study were to determine school -based factors, which affect girls' academic performance (KCSE) in mixed secondary, to suggest the possible strategies to counter the school based factors which affect girls' academic performance. The study sampled mixed Secondary Schools which are twelve in number using simple random technique to select six schools. From the sampled schools, an equal numbers of students were selected from form four classes in each school totaling 160. Sixty (60) teachers were included in the study and six (6) head teachers .Data was collected using questionnaires for students and teachers. Interviews were for head teachers. The research employed a mixed method design technique. Data was analyzed using descriptive statistics i.e. frequencies, percentages, mean and Standard deviation. Scientific Package for Social Sciences (SPSS) was also used. The findings of the study were to provide to the education stakeholders to come up with strategies for countering the school based factors affecting girl's academic performance in KCSE in Nakuru Municipality. From the research findings, it was established that school based factors affecting girls' performance were KCPE intake, time wastage, and boy/ girl relationship. The recommendations made were, there should be more guidance and counselling in schools, increase bursaries, inviting resource persons to talk to girls, special relationship between girls and female teachers and separation of girl's classes from boys.

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Mixed or single-sex School?

Cited by 23 publications

References 0 publications

A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance

A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance

Economic Factors Affecting Girls Academic Performance (Kcse) In Mixed Secondary Schools: A Case Of Nakuru Municipality

School Based Factors Affecting Girls Academic Performance (Kcse) in Mixed Secondary Schools: A Case of Nakuru Municipality

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