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Using Gender Responsive Collaborative Learning Strategy to Improve Students' Achievement and Attitude towards Learning Science in Virtual and Hands-On Laboratory Environment
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Akhigbe, Jeremiah Nosakhare; Adeyemi, Adeola Eunice – Journal of Pedagogical Research, 2020
One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this…
Descriptors: Gender Differences, Cooperative Learning, Academic Achievement, Student Attitudes
The Effects of Single-Sex Schooling on Achievement and Attitudes in Nigeria.
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Lee, Valerie E.; Lockheed, Marlaine E. – Comparative Education Review, 1990
Among 1,012 Nigerian ninth graders in 40 schools, girls in single-sex schools had higher mathematics achievement and less stereotypic views of mathematics than girls in coed schools, whereas boys in single-sex schools were negatively affected compared to those in coed schools. Contains 46 references. (SV)
Descriptors: Coeducation, Foreign Countries, Grade 9, Mathematics Achievement
Impact of School-Type and Sex of the Teacher on Female Students' Attitudes toward Mathematics in Nigerian Secondary Schools.
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Mallam, Winifred A. – Educational Studies in Mathematics, 1993
Investigated impact of coeducational versus all-girls schooling and sex of teacher on attitudes toward mathematics. Data from a stratified random sampling (n=240) of female secondary students in Nigeria suggest that the best environment for females is in all-girls schools where mathematics is taught by female teachers. (DE)
Descriptors: Coeducation, Females, Foreign Countries, Heterogeneous Grouping