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首页> 外文学位 >The effect of same sex grouping versus mixed sex grouping on mathematics achievement and attitudes of academically gifted fourth- and fifth-grade females in the urban classroom.
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The effect of same sex grouping versus mixed sex grouping on mathematics achievement and attitudes of academically gifted fourth- and fifth-grade females in the urban classroom.

机译：同性别组和混合性别组对城市教室中数学成绩优异和四年级和五年级学习成绩好的女性的影响。

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摘要

Reports of the neglect of gifted students in America's schools and the inadequate mathematics involvement of females have made educators aware of a crisis in public education. Attitudes and opportunities are believed to be major influences in helping females become more involved with mathematics courses and careers. The research project examined the effect of same-sex groups versus mixed-sex groups on mathematics attitudes and achievement in fourth and fifth grade females in a mathematically gifted pilot program at a magnet center. The experimental study was analyzed with Multivariate Analysis of Variance (MANOVA), Analysis of Variance (ANOVA), Regression Analysis, Post-Hoc tests, and Fishers Exact Test (a version of Chi-square). The General Linear Model was used because the groups were unbalanced (unequal). Achievement was measured in January and May with the Comprehensive Test of Basic Skills (CTBS). The Fennema-Sherman Mathematics Attitudes Scales was used to assess mathematics attitude in December and in May.;Females in the experimental classrooms were grouped with other females for all cooperative work for five months during the experiment. Females in the control group were grouped in traditionally mixed-sex groups for all cooperative group work. All other instruction, requirements, teaching styles, and other classroom activities remained the same. Two teachers, one at fourth and one at fifth grade, taught both the control and experimental groups.;No statistically significant differences were found in attitude or achievement and no statistically significant relationships were found between attitudes and achievement. However, significant results were found in the frequency of student responses to the grouping arrangement. Students in the same-sex groups report significantly more positive comments and significantly less negative comments about the grouping arrangements. Students in the mixed-sex groups report significantly less positive comments and significantly more negative comments about the grouping arrangement. This finding is significant at the.005 level and supports the need to have same-sex grouping for females in mathematics classes.;Boys do not have the same social problems and are more likely to accelerate themselves through course selection (Brody & Fox, 1980; Campbell, 1986; M. Sadker & D. Sadker 1994a). Problems do exist for minorities, immigrants, African-Americans, and females in science and mathematics fields (Ascher, 1987; Kamii, 1990; Gordon, 1993). Excelling in mathematics can be enhanced through same-sex groups for students. The mathematics program and the same-sex groups provide an environment in which females are challenged to actively participate and excel. The program provides females opportunities appropriate to their abilities, cognitive development, learning style, and achievement. Positive attitudes and high achievement scores provide evidence that the advanced mathematics program for mathematically gifted females has successfully addressed factors in the environment that can affect participation in mathematics, enjoyment of mathematics, and confidence in learning mathematics.
机译：有报道称，美国学校忽视了有天赋的学生，而女性的数学参与不足，使教育工作者意识到公共教育的危机。人们认为态度和机会是帮助女性更多地参与数学课程和职业的主要影响力。该研究项目在磁铁中心的数学天才试点计划中，研究了同性别组和混合性别组对四年级和五年级女性数学态度和成就的影响。使用多元分析（MANOVA），差异分析（ANOVA），回归分析，事后检验和Fisher精确检验（卡方检验）对实验研究进行了分析。使用通用线性模型是因为组不平衡（不相等）。 1月和5月使用基本技能综合测试（CTBS）衡量成绩。 Fennema-Sherman数学态度量表在12月和5月用于评估数学态度。实验教室中的女性与其他女性一起分组进行了为期五个月的所有合作工作。对照组中的女性被分组为传统的性别混合小组，以开展所有合作小组工作。所有其他指示，要求，教学风格和其他课堂活动均保持不变。对照组和实验组有两名老师，分别是四年级和五年级的一名老师。;在态度或成就方面没有发现统计学上的显着差异，在态度和成就之间也没有发现统计学上的显着关系。但是，在学生对分组安排的反应频率上发现了显着的结果。同性小组中的学生报告关于分组安排的正面评论明显多于负面评论。混合性别小组的学生对分组安排的正面评价明显较少，而负面评价则明显较多。这一发现在.005级别上具有重要意义，并支持在数学班级中对女性进行同性分组。男孩没有相同的社会问题，并且更有可能通过选课来提高自己的能力（Brody＆Fox，1980 ； Campbell，1986； M.Sadker和D.Sadker 1994a）。在科学和数学领域中的少数民族，移民，非裔美国人和女性的确存在问题（Ascher，1987； Kamii，1990； Gordon，1993）。可以通过针对学生的同性小组来增强数学的卓越水平。数学课程和同性团体提供了一个环境，在这个环境中，女性被要求积极参与并表现出色。该方案为女性提供了与其能力，认知发展，学习风格和成就相适应的机会。积极的态度和较高的成绩为有数学天赋的女性提供先进的数学课程，证明其成功解决了环境中可能影响数学参与，数学享受以及对学习数学的信心的因素。

著录项

  • 作者

    Tompkins, Martha J.;

  • 作者单位

    Old Dominion University.;

  • 授予单位 Old Dominion University.;
  • 学科 Mathematics education.;Elementary education.
  • 学位 Ph.D.
  • 年度 1994
  • 页码 166 p.
  • 总页数 166
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 古生物学;
  • 关键词

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