How effective is Same-Sex Classroom in the Greater Houston ISD

Table of Contents

Introduction1

Background1

Statement of the Problem3

Research Hypothesis4

Null Hypothesis4

Significance of the Study5

Operational Definition of Terms5

Methodology6

Research Methods6

Research Design7

Sample of Participants7

Sampling Procedure8

Type of Instrument9

Summary of Research Procedure9

Discussion10

Overview10

The Law and Same-Sex Classroom11

Arguments Supporting Same-Sex Classroom12

Arguments in Opposition to Same-Sex Classroom14

Differences between the Two Genders15

The Impact of Single-Sex Schools on Girls' Academic Achievement17

The Impact of Single-Sex Schools on Boys' Academic Achievement19

Do Single-Sex Schools Work?21

Conclusion22

References25

How effective is Same-Sex Classroom in the Greater Houston ISD

Introduction

The modernization of life demands top quality schooling. In order to generate effective results from individuals along with the maintenance of quality human resource, proper schooling and educational system is required (Blessing, 2005). The purpose of schools and educational systems primarily is to work on raw pupils and to transform them completely according to the needs and demands of the current industrial and technical market. These people will develop either passive or active personalities and display traits that would fit their surrounding and environment in which these individuals shall excel and work.

One of the key issues regarding schooling has constantly been a subject of talks and debates. The issue is regarding the two basic types of educational systems that have been made on the basis of sex or gender (Datnow & Hubbard, 2008). These systems are single sex education and co-education. The long standing debates have remained unsuccessful to come to a conclusion that which of the two educational systems tends to yield the best and most effective genres of quality education and understanding for students to dwell and work upon. This research papers aims to discuss the key findings relating to both the educational systems with measuring the benefits and limitations of both.

Background

Over the past 30 years, a debate about the effectiveness of single-sex schools has raged within academic circles. Its advocates have long argued that single-sex schools improve student performance and reduce gender stereotypes (Bryk & Lee, 1986; Catsambis, 1994). Meanwhile, its opponents believe that these schools create no academic benefits for their students, stunt the social development of these students, and are generally inefficient (Datnow, Hubbard, & Woody, 2001). As a result of this disagreement, the discussion has essentially been condensed into three primary questions. In what ways, if any, do single-sex schools foster a greater level of academic achievement? How do single-sex learning environments impact students' academic and social experiences in high school? How do these environments affect students' postsecondary ambitions?

Proponents of single-sex schools include educational researchers Linda J. Sax, Valerie E. Lee, and Helen M. Marks. They argue that single-sex schools promote an environment more conducive to learning than coed schools and specifically help girls' test scores, confidence, and scholastic engagement (Sax, 2009). Furthermore, Fred Mael writes that such environments reduce the amount of 'rating and dating' and the emphasis on social standing in schools that is seen in coed environments (Mael F. A., 1998). Many proponents also believe that having peers exclusively of the same sex will increase students' focus on academics as there will be fewer social ...