Single-gender instruction and its effect on academic achievement in the middle grades

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Emily R. Barth (Creator)
The University of North Carolina Wilmington (UNCW )
Web Site:
John Fischetti

Abstract: The purpose of this study was to determine the effects of single-gender instruction on academic achievement in reading and math for middle grade students. The study used a representative sample of 8 public middle schools in the United States from diverse geographic, economic and racial backgrounds. Quantitative measures included scores from state standardized tests. Scores measured changes before and after single-gender implementation designs at each school. Qualitative interview data identified additional effects of single-gender instruction. Analysis of the research literature and the data from this study revealed that single-sex instruction does not negatively impact academic achievement.

Additional Information

A Thesis Submitted to the University of North Carolina Wilmington in Partial Fulfillment Of the Requirements for the Degree of Master of School Administration
Language: English
Date: 2009
Educational psychology, Sex differences in education, Single-sex classes (Education)--United States
Educational psychology
Sex differences in education
Single-sex classes (Education) -- United States

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