Date
8-2013
Department
School of Education
Degree
Doctor of Education (EdD)
Primary Subject Area
Education, Curriculum and Instruction; Education, Educational Psychology; Education, Elementary; Education, General; Education, Reading; Education, Tests and Measurements; Education, Sociology of; Education, Philosophy of
Keywords
co-educational, Measures of Academic Progress (MAP), reading achievement, single-gendered
Disciplines
Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Elementary and Middle and Secondary Education Administration | Elementary Education and Teaching | Social and Philosophical Foundations of Education
Recommended Citation
Brown, Michael, "Effects of Single-Gender Education on the Reading Achievement of Third through Fifth Grade Boys" (2013). Doctoral Dissertations and Projects. 735.
https://digitalcommons.liberty.edu/doctoral/735
Abstract
It is said repeatedly, boys can't read. However, the statement should be boys can read they just don't. Understanding there is a need for action is the first step educators must take in helping boys emerge as confident and successful readers. Single-gender classrooms can be successful tools when seeking new ways in which to engage boys in reading. This is a step towards creating atmospheres where boys are encouraged to read and where reading is tailored to their interests. The purpose of this causal comparative study was to examine the Measures of Academic Progress (MAP) reading achievement scores of third through fifth grade males placed in both single-gendered and co-educational classrooms. A one-way repeated measures ANOVA was performed and it was observed that there was a statistically significant difference between the scores of third through fifth grade students taught in single-gendered classrooms compared to those taught in co-educational classrooms. Although it was observed that students in single-gendered classrooms generally performed more consistently at or above grade level in each grade but third on the fall 2011 and spring 2012 tests, there appeared to be no significant difference in the at or above grade level percentages of either the control or experimental groups.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Social and Philosophical Foundations of Education Commons
