Date of Award
1-1-2013
Document Type
Open Access Dissertation
Department
Educational Leadership and Policies
Sub-Department
Educational Administration
First Advisor
Lynn Harrill
Second Advisor
Zach Kelehear
Abstract
he purpose of this study was to examine the effect of single gender education on the overall academic achievement of students in reading and mathematics. Four research questions, focused on math and reading assessment scores, were developed to guide the study. The research was focused on the results of the Measures of Academic Progress assessments administered to students each academic year. The population of student scores selected to be studied were those of seventh grade students in two middle schools in the Upstate of South Carolina. The reason for studying this grade level was due to the fact that it was the common grade in which each school had implemented a single gender program. The Levene's test for Equality of Variances was conducted to evaluate the assumption of whether the population variances for the two groups are equal. An analysis of the data was conducted using independent samples t-tests. The results showed no statistically significant difference between mean math and reading scores of female students in single gender classes compared to those in coeducational classes. Likewise, the results also showed no statistically significant difference between mean math and reading scores for male students in single gender classes compared to male students in coeducational classes.
Rights
© 2013, Roy Lee Givins Jr
Recommended Citation
Givins Jr, R. L.(2013). An Analysis of Achievement Between Single Gender Education and Coeducational Models in Select Middle Schools in South Carolina. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/2503