Student engaged time in the mathematics classroom: A comparison between coeducational and single-sex classrooms

Persistent Link:
http://hdl.handle.net/10150/280032
Title:
Student engaged time in the mathematics classroom: A comparison between coeducational and single-sex classrooms
Author:
Willy, John Patrick
Issue Date:
2002
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This quasi-experimental study examined student engaged time as a function of the gender composition of the classroom. Three levels of single sex and coeducational mathematics classes were compared. An analysis of variance found that class environment (single sex or coeducational), and class level (Algebra 1/2, Geometry 3/4, or Algebra 5/6) were significant factors. A significant interaction effect was also found. Algebra and Geometry students were more engaged in a coeducational environment and female Algebra 5/6 students were more engaged in a single sex environment.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Mathematics.; Education, Secondary.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching and Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Streitmatter, Janice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleStudent engaged time in the mathematics classroom: A comparison between coeducational and single-sex classroomsen_US
dc.creatorWilly, John Patricken_US
dc.contributor.authorWilly, John Patricken_US
dc.date.issued2002en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis quasi-experimental study examined student engaged time as a function of the gender composition of the classroom. Three levels of single sex and coeducational mathematics classes were compared. An analysis of variance found that class environment (single sex or coeducational), and class level (Algebra 1/2, Geometry 3/4, or Algebra 5/6) were significant factors. A significant interaction effect was also found. Algebra and Geometry students were more engaged in a coeducational environment and female Algebra 5/6 students were more engaged in a single sex environment.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Mathematics.en_US
dc.subjectEducation, Secondary.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorStreitmatter, Janiceen_US
dc.identifier.proquest3053899en_US
dc.identifier.bibrecord.b42817572en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.