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dc.contributor.authorHopkins, Angelina W.en_US
dc.date.accessioned2014-03-14T20:20:17Z
dc.date.available2014-03-14T20:20:17Z
dc.date.issued2001-04-24en_US
dc.identifier.otheretd-12142001-153940en_US
dc.identifier.urihttp://hdl.handle.net/10919/30088
dc.description.abstractThe purpose of this research was to evaluate outcomes of a single-sex program at an elementary school in Portsmouth, Virginia. Evaluation criteria were (girls' and boys' feelings about being grouped into single-sex education and coeducational classes, (teaching behaviors, (3) student achievement, (4)student attendance, and (5) student misbehaviors. There were four measures of feelings in this study: feelings about the teacher, feelings about relationships with classmates, feelings about school work, and feelings about the classroom climate. Four one-way ANOVAs with Scheffe's post-hoc comparisons were conducted. Results of the post-hoc analyses revealed that the single-sex male class had more positive feelings about the classroom climate than the single-sex female class. Teaching behaviors were evaluated through the use of the Hopkins Observation Report Form. Teaching behaviors in two single-sex classrooms and coeducational classrooms were observed and reported using one-way ANOVAs in three areas: interaction, influence, and non-verbal messages. No differences were found in the frequency of teaching behaviors used in single-sex and coeducational classes in any of the areas. Student achievement was evaluated using pre- and post-test scores from the Tests for Higher Standards by Flanagan and Mott (1999). The single-sex female, single-sex male, & coed A classes had higher science scores than students in the coed B class. Students in the single-sex male and single-sex female classes had higher social studies scores than the students in the coed B and coed A classes. No differences were found in the performance of the three class types on the math achievement test. A one-way analysis of variance was conducted to identify differences in absences among the four class groups. Results of Scheffe's post-hoc comparisons showed a difference in absences between the coed A class and the single-sex female class, the single-sex male class, and the coed B class. In all cases the coed A class had more absences per student. Student misbehavior was reported in four categories: (1) opposition to authority, (2) disrespect, (3) disturbance to the class and peers, and (4) altercation. More misconduct referrals were reported from the two coeducational classes when their data were combined.en_US
dc.publisherVirginia Techen_US
dc.relation.haspart1hopkinspdf.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectSingle Sex Classesen_US
dc.subjectAchievementen_US
dc.subjectGenderen_US
dc.subjectEducationen_US
dc.subjectAttendanceen_US
dc.titleEvaluation of Outcomes of a Single-Sex Educational Program at an Elementary Schoolen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairParks, David J.en_US
dc.contributor.committeememberHawkins, Wilbert D.en_US
dc.contributor.committeememberTwiford, Travis W.en_US
dc.contributor.committeememberSughrue, Jennifer A.en_US
dc.contributor.committeememberWiita, Teresa C.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12142001-153940/en_US
dc.date.sdate2001-12-14en_US
dc.date.rdate2002-12-18
dc.date.adate2001-12-18en_US


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