Single-sex Education: What Does Research Tell Us?

Smyth, Emer

doi:10.4000/rfp.1896

Cited by 48 publications

(44 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As girls progress through secondary grades, they become less confident of their academic skills; thus, their career aspirations are narrowed (Morse, 1998;Else-Quest, Hyde & Linn., 2010). Commenting on this scenario, Smyth (2010) suggests that girls need to have positive attitudes to be motivated to achieve in science. Therefore, methods of teaching like cooperative learning ensure equality of treatment and equality of opportunity for boys and girls (Nichol & Boyle, 2003).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Cooperative Learning on Grade 12 Learners’ Performance in Projectile Motions, South Africa

Kibirige

Lehong

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The study explored the effect of cooperative learning on Grade 12 learners' performance in projectile motions. A quasi-experimental research design with non-equivalent control group was used. Two schools were purposively selected from Maleboho Central circuit in South Africa based on their performance in Physical Sciences Grade 12 results of 2011. The sample consisted of 49 learners from two schools. School A was used as the Experimental Group (EG) and was taught using cooperative learning technique while school B was the Control Group (CG) taught using traditional teaching methods. Pre-and post-tests were used to collect data. Data were analysed using descriptive statistics: arithmetic means and standard deviations; and inferential statistics: independent student t-test, Analysis of Covariance (ANCOVA) and Cohen's d. Results show that EG outperformed the CG suggesting that cooperative learning technique enhanced learners' performance more than the traditional talkand-chalk teaching approach.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effect of Cooperative Learning on Grade 12 Learners’ Performance in Projectile Motions, South Africa

Kibirige

Lehong

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Los resultados muestran que no existen mayores diferencias entre establecimientos mixtos y no mixtos, con excepción de aquellos que tienen enfoque religioso, lo que está en sintonía con los mayores niveles de establecimientos católicos que existirían en los colegios no mixtos. Por otra parte, al igual que la evidencia internacional, los datos para Chile indican que los colegios no mixtos tienden a ser más selectivos en sus procesos de admisión, ya sea según características familiares como por habilidades de los estudiantes (Smyth, 2010).…”

Section: Resultsunclassified

“…Esto implica que, de 12 resultados de rendimiento académico analizados, solo en uno se detectan diferencias a favor de los establecimientos no mixtos. En otras palabras, luego de controlar por aspectos socioeconómicos, académicos y criterios de selección del establecimiento, las diferencias por composición de género desaparecen 3 , tal como ha sugerido distinta evidencia anglosajona (hannan et al, 1996;Smyth, 2010). De esta forma, serían los arreglos institucionales del establecimiento, junto con otras formas de composición escolar (especialmente la socioeconómica), los que producen las diferencias entre ambos tipos de establecimientos.…”

Section: Resultsunclassified

“…Coleman (1961), se ha señalado que la inclusión en una misma sala de clases de hombres y mujeres resultaría perjudicial en el rendimiento académico, en tanto la interacción entre ambos desviaría el foco de atención de la clase. Actualmente, argumentos de este tipo siguen siendo muy respaldados y utilizados, llevando a que durante las últimas décadas en Estados Unidos y el Reino Unido haya habido un aumento en la promoción de escuelas exclusivas para un solo género (Smyth, 2010).…”

Section: Antecedentesunclassified

See 1 more Smart Citation

Composición de género en establecimientos escolares chilenos: ¿Afecta el rendimiento académico y el ambiente escolar?

et al. 2016

View full text Add to dashboard Cite

“…The work is focused on writing and reading, while this research is on speaking skill. Smyth (2010) found that single-sex school is sufficient for both males and females achievement. Male students are more likely to study a female subject in a single-sex classroom.…”

Section: Introductionmentioning

confidence: 98%

Non-verbal communication of English speaking skills in single-sex classroom management

Lestari

2018

IJHI

View full text Add to dashboard Cite

This research explores to what extent the eleventh year's students of the single-sex classroom management have mastered the English speaking skills regarding eye contact, enthusiasm, and confidence. This research exposes to what extent the eleventh year's students of the single-sex classroom management have mastered the English speaking skills regarding eye contact, enthusiasm, and confidence. This study used a qualitative method by descriptive design. The procedure of collecting data the researcher used classroom observation, teacher interview, and student' focus discussion group. In collecting data and analysis technique the researcher measured from three aspects namely students 'confidence, eye contact, and enthusiasm. Each aspect was described. This study revealed that the female students who have already been in the single-sex classroom have high confidence, convey strong enthusiasm and maintain eye contact well while speaking English. Therefore, we can say that the eleventh year's students of the single-sex classroom management have mastered the English speaking skills regarding eye contact, enthusiasm, and confidence in which the researcher in a single-sex classroom has done the criteria.

show abstract

Single-sex Education: What Does Research Tell Us?

Cited by 48 publications

References 50 publications

The Effect of Cooperative Learning on Grade 12 Learners’ Performance in Projectile Motions, South Africa

The Effect of Cooperative Learning on Grade 12 Learners’ Performance in Projectile Motions, South Africa

Composición de género en establecimientos escolares chilenos: ¿Afecta el rendimiento académico y el ambiente escolar?

Non-verbal communication of English speaking skills in single-sex classroom management

Contact Info

Product

Resources

About