Gender-based and mixed-sex classrooms: The relationship of mathematics anxiety, achievement, and classroom performance in female high school math students.

摘要

Statement of the problem. The purpose of this study was to assess the results of participation in a single-sex mathematics classroom on levels of mathematics anxiety, achievement, and classroom performance for ninth-grade female students. The performances in an Algebra I classroom of an all-female group of students were compared with the performances of girls in a coed group all of whom were taught by the same male instructor.; Methods. A mathematics anxiety pretest and posttest were administered; mathematics achievement was compared using Iowa Test of Basic Skills scores; and classroom performance was measured using semester grades. Qualitative data were compiled regarding teaching, interpersonal, and disciplinary strategies used by the teacher in the two classes.; Results. The participants in the all-girls class were more successful in classroom performance than the girls in the coed class based on semester grades. Qualitative analysis of instructional strategies noted in classroom observations of the coed group revealed that boys answered questions more frequently than girls, indicating that the teacher might not be allotting an equitable amount of answering time to the girls. In the all-girls classroom observations, fewer than 20% of the girls volunteered responses, indicating that the girls waited to be called upon. In the coed group, boys were encouraged to figure out problems, while the instructor worked problems or gave answers to the girls. Working problems collaboratively became a necessity for the teacher in the all-girls group.; Conclusions. Even though Title IX forbids single-sex math classes in the public school system, it needs to be recognized that girls at this age benefit from more collaborative instructional strategies. Utilizing collaborative learning techniques, calling on girls more frequently, having higher expectations of girls and their ability to work math problems, and relying less on competition would help foster an environment that would enable girls to pursue more technically oriented careers.