Students' views on mathematics in single-sex and coed classrooms in Ghana

Bofah, Emmanuel Adu-tutu; Hannula, Markku S.

doi:10.30935/scimath/9467

Cited by 4 publications

(2 citation statements)

References 73 publications

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“…Single-sex education has also been used within schools to teach girls and boys in separate classrooms as a way to arguably address their unique interest and learning styles, to minimize distractions and disciplinary issues, and to increase scores on high-stakes achievement tests (Chouinard, Vezeau, and Bouffard, 2008;DeBare, 2004;Meyer, 2008). The results on the effectiveness of single-sex classrooms, however, have remained mixed (e.g., Bofah & Hannula, 2016;Bowe, Desjardins, Covington Clarkson, & Lawrenz, 2017;Kombe, Che, Carter, & Bridges, 2016;Pahlke, Hyde, & Allison, 2014;Park, Behrman, & Choi, 2018). There has been a great deal of confusion in the literature regarding how to isolate and associate changes in achievement to single-sex education alone.…”

Section: Single-sex Mathematics Classrooms and Groupingsmentioning

confidence: 99%

Disrupting Gendered Epistemic Injustice in K-12 mathematics – A Research Synthesis

Agarwal¹

2020

Preprint

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Over the last half century, research on gender has consistently debunked male superiority in mathematics. Yet, negation of children and youth on the basis of gender (and race) continue to occur in mathematics education. Scholars have increasingly focused on theorizing and examining ways to make mathematics classrooms more gender-inclusive. In this paper we synthesize prior studies from the lens of gender equity as a form of epistemic justice (Fricker, 2007). We argue that achieving epistemic justice requires an ecological research that seeks the interrelations of micro, meso, and macro levels of inequality and privilege (Weis & Fine, 2012). Together, these constructs lay the groundwork for mathematics education research to understand how do individuals and institutions negotiate, resist, or disrupt epistemic injustice in mathematics education, as established by heteropatriarchy and Whiteness? We identify six emergent themes that speak to the guiding question while highlighting nuances and complexities of studying gender equity in mathematics education. We conclude with a discussion of implications and future directions for research.

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Section: Single-sex Mathematics Classrooms and Groupingsmentioning

confidence: 99%

Disrupting Gendered Epistemic Injustice in K-12 mathematics – A Research Synthesis

Agarwal¹

2020

Preprint

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“…For example, the Saudi educational system has adopted a single-sex education system (Alrashidi & Phan, 2015). Single-sex education dictates that male learners attend and study in buildings or classrooms separate from their female counterparts (Bofah & Hannula, 2016). Thus, males do not interact with females in the same educational institutions.…”

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confidence: 99%

The Relationship between Learners’ Motivation, Gender and Completion of MOOCs in Saudi Arabia

Alshehri¹

2021

المجلة التربوية لکلية التربية بسوهاج

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This study examined the relationship among learners" motivation, gender, and completion of MOOCs in Saudi Arabia. Keller"s ARCS motivation model was used as the theoretical framework. In this non-experimental survey study, 238 Saudi learners of MOOCs completed the Instructional Materials Motivation Survey (IMMS).Chi-square tests, independent samples t-tests, multiple regression, and logistic regression were used to analyze the data. The findings showed a low dropout rate and a significant relationship between gender and motivation in MOOCs. Also, females indicated higher motivation levels than males. In addition, there was a positive relationship between learners" motivation and completion of MOOCs.

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