[SINGLE-GENDER EDUCATION AND ITS Impact on THE MOTIVATION LEVEL OF MIDDLE-SCHOOL STUDENTS]

by

Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

The purpose of this action research investigation is to delve into the influence of single-gender education on the motivation of middle-school students. The school is classified as one that is chronically failing and for the past 15 years, there has been a major decline in student performance which reflects dismal scores on standardized test and district assessments.

Because teaching and learning happen through interaction, educators have examined inequities existing in classroom discourse patterns that may assist to gaps in achievement. Often, boys obtain more attention and distinct kinds of attention than girls. Boys are more probable to misbehave than girls, and more probable to be disciplined and sent out of the classroom (to the principal's agency, mentioned for special education, or sent dwelling for suspension from school). Differential attention and interaction is also granted to students, counting on ethnicity: African American boys are more probable to be disciplined and taken from classrooms, and students who have restricted English skill are not called on as often throughout class discussions as English proficient students.

Table of Contents

CHAPTER I - INTRODUCTION7

Problem Statement8

Purpose of Study9

Research Questions10

Significance of Study11

Definition of Terms12

Conclusion13

CHAPTER II LEADERSHIP PLATFORM14

Introduction14

Perceptions of Leadership15

Leadership Styles16

Leadership and Project Proposal22

Self-Assessment28

CHAPTER III -LITERATURE REVIEW37

Introduction37

Origination of single-gender education38

Legislation regarding single-gender classes39

Proponents of single-gender education41

Brain-based research43

Legal History of Single-Gender Public Education45

Critics of single-gender education48

Attribution theories of motivation59

Gender differences in causal attribution patterns60

Causal attributions and learned helplessness61

Contemporary expectancy-value theories63

Competency beliefs63

Value beliefs64

Self-efficacy theory67

Gender differences in self-efficacy beliefs68

Goal theories of achievement motivation70

Gender differences in achievement goal orientations71

Sources of gender differences in motivation72

Parental influences73

Schooling influences76

Sociocultural influences80

Gender differences in mathematics85

Other factors affecting gender differences in mathematics87

Gender differences on Axis language items88

Gender differences across other graphical languages items90

Theories and Research93

Principles of Attribution Theory96

Principles of Achievement Goal Theory99

Conclusion100

CHAPTER IV METHODOLOGY103

Introduction103

Research Questions104

Research Design104

Data Collection105

Participants108

Setting109

Community Demographics109

Conceptual Framework110

Data Analysis115

Cycle II116

Ethics and Confidentiality117

CHAPTER V - ANALYSIS AND DISCUSSION119

Data Analysis120

Parent survey154

Findings160

Interpretation of Findings164

CHAPTER VI: CONCLUSION165

Implications for Social Change165

Recommendations for Further Study165

Recommended General Guidelines for Students in a single gender environment167

REFERENCES173

APPENDIX A DENIESE COOPER1

APPENDIX B2

APPENDIX C9

APPENDIX D14

APPENDIX E16



Chapter I - Introduction

Research supported the notion that boys and girls enter school with both equal abilities and equal self-concepts (Lichtenstein, 1996). Studies indicate the beginning of a gender gap in the adolescent years. According to Guo and Leahy (2001), there is a strong evidence of gender differences in academic achievement by the age of 12. Guo and Leahy (2001) attributed this to a "faster rate of acceleration" in academic achievement for boys than girls, which result in the emergence of a large gender difference by junior ...