ERIC Number: EJ1107827
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2301-251X
EISSN: N/A
Students' Views on Mathematics in Single-Sex and Coed Classrooms in Ghana
Bofah, Emmanuel Adu-tutu; Hannula, Markku S.
European Journal of Science and Mathematics Education, v4 n2 p229-250 2016
In this study, we investigated students' views on themselves as learners of mathematics as a function of school-by-sex (N = 2034, MAge = 18.49, SDAge = 1.25; 12th-grade; 58.2% girls). Using latent variable Structural Equation Modeling (SEM), the measurement and structural equivalence as well as the equality of latent means of scores across single-sex and coed schools were tested. Findings regarding the latent mean differences revealed that girls in single-sex schools had significantly higher mathematics self-confidence than did students' in coed schools. Girls in coed schools had significantly lower mathematics self-concepts than did boys in single-sex, girls in single-sex and boys in coed schools. Girls in single-sex schools had significantly higher family encouragement than students' in all other school types. Moreover, a more complex dynamics were found on the teacher quality variate. This paper argues for a deeper understanding of sex-school interaction and of possible causes of students' views on mathematics.
Descriptors: Foreign Countries, Student Attitudes, Grade 12, Single Sex Schools, Mathematics Education, Gender Differences, Self Esteem, Coeducation, Males, Females, Educational Environment, Family Influence, Teacher Competencies, Student Surveys, Factor Analysis, Statistical Analysis, Correlation, Goodness of Fit, Maximum Likelihood Statistics
European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A