Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements.
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| Title: | Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements. |
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| Authors: | Pennington, Charlotte R.1 c.r.pennington@lancaster.ac.uk, charlotte.pennington@outlook.com, Kaye, Linda K.2, Qureshi, Adam W.2, Heim, Derek2 |
| Source: | Sex Roles. Mar2018, Vol. 78 Issue 5-6, p385-393. 9p. 2 Charts. |
| Subject Terms: | *Educational attainment, *Single sex classes (Education), *Psychology of high school students, *Academic achievement, *STEM education, *Selective admission (School) |
| Abstract: | Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students’ prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11–12 year-old students’ standardized test scores in Languages (English, foreign language), STEM-related (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixed-gender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students’ prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students’ grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement. [ABSTRACT FROM AUTHOR] |
| Copyright of Sex Roles is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 128035239 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=128035239 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11199-017-0799-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 385 Subjects: – SubjectFull: Educational attainment Type: general – SubjectFull: Single sex classes (Education) Type: general – SubjectFull: Psychology of high school students Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: STEM education Type: general – SubjectFull: Selective admission (School) Type: general Titles: – TitleFull: Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pennington, Charlotte R. – PersonEntity: Name: NameFull: Kaye, Linda K. – PersonEntity: Name: NameFull: Qureshi, Adam W. – PersonEntity: Name: NameFull: Heim, Derek IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 03600025 Numbering: – Type: volume Value: 78 – Type: issue Value: 5-6 Titles: – TitleFull: Sex Roles Type: main |
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