This project discusses the effectiveness of single-gender classes in a secondary school setting. Stakeholders efficiently leverage all available time for highly engaged, innovative learning in a variety of interconnected contexts as a means for improving student-learning gains. This research project investigates deeper into how student academic achievement can be enhanced and by so doing, reduce disciplinary problems or see if there is a correlation.
The project analyzes student test scores data of those in single gender classes and those in mixed classes and compares the result. Attendance and disciplinary issues are investigated among students of single-gender classes and their counterparts in mixed classes. This research project finds that some of the students did better than the ones in mixed classes. However, there was no significant difference when it came to attendance or discipline.
","abstract_html":"<p>This project discusses the effectiveness of single-gender classes in a secondary school setting. Stakeholders efficiently leverage all available time for highly engaged, innovative learning in a variety of interconnected contexts as a means for improving student-learning gains. This research project investigates deeper into how student academic achievement can be enhanced and by so doing, reduce disciplinary problems or see if there is a correlation.</p> <p>The project analyzes student test scores data of those in single gender classes and those in mixed classes and compares the result. Attendance and disciplinary issues are investigated among students of single-gender classes and their counterparts in mixed classes. This research project finds that some of the students did better than the ones in mixed classes. However, there was no significant difference when it came to attendance or discipline.</p>","abstract_has_math":false,"creators":["GHANSAH, AGNES","Ghansah, Agnes, Ed.D."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Carol A. Burg, Ph.D., Chair","Stuart I. Carrier, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-04-01T07:00:00Z","date_published":"2017-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Program Evaluation","single-gender classes","Education","Educational Leadership","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/238","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carol A. Burg, Ph.D., Chair","Stuart I. Carrier, Ph.D."]},{"key":"dc:creator","label":"Author","values":["GHANSAH, AGNES","Ghansah, Agnes, Ed.D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-06-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Program Evaluation","single-gender classes","Education","Educational Leadership","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/238"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This project discusses the effectiveness of single-gender classes in a secondary school setting. Stakeholders efficiently leverage all available time for highly engaged, innovative learning in a variety of interconnected contexts as a means for improving student-learning gains. This research project investigates deeper into how student academic achievement can be enhanced and by so doing, reduce disciplinary problems or see if there is a correlation.
The project analyzes student test scores data of those in single gender classes and those in mixed classes and compares the result. Attendance and disciplinary issues are investigated among students of single-gender classes and their counterparts in mixed classes. This research project finds that some of the students did better than the ones in mixed classes. However, there was no significant difference when it came to attendance or discipline.
"]},{"key":"dc:title","label":"Title","values":["Single Gender Programming in a High School Setting: A program Evaluation Project."]}]}],"canonical_facts":{"dc:contributor":["Carol A. Burg, Ph.D., Chair","Stuart I. Carrier, Ph.D."],"dc:creator":["GHANSAH, AGNES","Ghansah, Agnes, Ed.D."],"dc:date.available":["2017-06-07T07:00:00Z"],"dc:description.abstract":["This project discusses the effectiveness of single-gender classes in a secondary school setting. Stakeholders efficiently leverage all available time for highly engaged, innovative learning in a variety of interconnected contexts as a means for improving student-learning gains. This research project investigates deeper into how student academic achievement can be enhanced and by so doing, reduce disciplinary problems or see if there is a correlation.
The project analyzes student test scores data of those in single gender classes and those in mixed classes and compares the result. Attendance and disciplinary issues are investigated among students of single-gender classes and their counterparts in mixed classes. This research project finds that some of the students did better than the ones in mixed classes. However, there was no significant difference when it came to attendance or discipline.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/238"],"dc:subject":["Program Evaluation","single-gender classes","Education","Educational Leadership","Secondary Education"],"dc:title":["Single Gender Programming in a High School Setting: A program Evaluation Project."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}