{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/30088"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/30088","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Evaluation of Outcomes of a Single-Sex Educational Program at an Elementary School","abstract":"The purpose of this research was to evaluate outcomes of a single-sex program at an elementary school in Portsmouth, Virginia. Evaluation criteria were (girls' and boys' feelings about being grouped into single-sex education and coeducational classes, (teaching behaviors, (3) student achievement, (4)student attendance, and (5) student misbehaviors. There were four measures of feelings in this study: feelings about the teacher, feelings about relationships with classmates, feelings about school work, and feelings about the classroom climate. Four one-way ANOVAs with Scheffe's post-hoc comparisons were conducted. Results of the post-hoc analyses revealed that the single-sex male class had more positive feelings about the classroom climate than the single-sex female class. Teaching behaviors were evaluated through the use of the Hopkins Observation Report Form. Teaching behaviors in two single-sex classrooms and coeducational classrooms were observed and reported using one-way ANOVAs in three areas: interaction, influence, and non-verbal messages. No differences were found in the frequency of teaching behaviors used in single-sex and coeducational classes in any of the areas. Student achievement was evaluated using pre- and post-test scores from the Tests for Higher Standards by Flanagan and Mott (1999). The single-sex female, single-sex male, & coed A classes had higher science scores than students in the coed B class. Students in the single-sex male and single-sex female classes had higher social studies scores than the students in the coed B and coed A classes. No differences were found in the performance of the three class types on the math achievement test. A one-way analysis of variance was conducted to identify differences in absences among the four class groups. Results of Scheffe's post-hoc comparisons showed a difference in absences between the coed A class and the single-sex female class, the single-sex male class, and the coed B class. In all cases the coed A class had more absences per student. Student misbehavior was reported in four categories: (1) opposition to authority, (2) disrespect, (3) disturbance to the class and peers, and (4) altercation. More misconduct referrals were reported from the two coeducational classes when their data were combined.","abstract_html":"The purpose of this research was to evaluate outcomes of a single-sex program at an elementary school in Portsmouth, Virginia. Evaluation criteria were (girls' and boys' feelings about being grouped into single-sex education and coeducational classes, (teaching behaviors, (3) student achievement, (4)student attendance, and (5) student misbehaviors. There were four measures of feelings in this study: feelings about the teacher, feelings about relationships with classmates, feelings about school work, and feelings about the classroom climate. Four one-way ANOVAs with Scheffe's post-hoc comparisons were conducted. Results of the post-hoc analyses revealed that the single-sex male class had more positive feelings about the classroom climate than the single-sex female class. Teaching behaviors were evaluated through the use of the Hopkins Observation Report Form. Teaching behaviors in two single-sex classrooms and coeducational classrooms were observed and reported using one-way ANOVAs in three areas: interaction, influence, and non-verbal messages. No differences were found in the frequency of teaching behaviors used in single-sex and coeducational classes in any of the areas. Student achievement was evaluated using pre- and post-test scores from the Tests for Higher Standards by Flanagan and Mott (1999). The single-sex female, single-sex male, & coed A classes had higher science scores than students in the coed B class. Students in the single-sex male and single-sex female classes had higher social studies scores than the students in the coed B and coed A classes. No differences were found in the performance of the three class types on the math achievement test. A one-way analysis of variance was conducted to identify differences in absences among the four class groups. Results of Scheffe's post-hoc comparisons showed a difference in absences between the coed A class and the single-sex female class, the single-sex male class, and the coed B class. In all cases the coed A class had more absences per student. Student misbehavior was reported in four categories: (1) opposition to authority, (2) disrespect, (3) disturbance to the class and peers, and (4) altercation. More misconduct referrals were reported from the two coeducational classes when their data were combined.","abstract_has_math":false,"creators":["Hopkins, Angelina W."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Parks, David J."],"committee_members":["Hawkins, Wilbert D.","Twiford, Travis W.","Sughrue, Jennifer A.","Wiita, Teresa C."],"year":2001,"date_issued":"2001-04-24","date_published":"2001-04-24","updated_at":"2026-07-22T22:19:44Z","subjects":["Single Sex Classes","Achievement","Gender","Education","Attendance"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-12142001-153940"],"render_values":[{"text":"etd-12142001-153940","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/30088","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Parks, David J."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Hawkins, Wilbert D.","Twiford, Travis W.","Sughrue, Jennifer A.","Wiita, Teresa C."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Hopkins, Angelina W."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:20:17Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:20:17Z","2002-12-18"]},{"key":"dc:date.issued","label":"Date","values":["2001-04-24"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Single Sex Classes","Achievement","Gender","Education","Attendance"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-12142001-153940"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/30088"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research was to evaluate outcomes of a single-sex program at an elementary school in Portsmouth, Virginia. Evaluation criteria were (girls' and boys' feelings about being grouped into single-sex education and coeducational classes, (teaching behaviors, (3) student achievement, (4)student attendance, and (5) student misbehaviors. There were four measures of feelings in this study: feelings about the teacher, feelings about relationships with classmates, feelings about school work, and feelings about the classroom climate. Four one-way ANOVAs with Scheffe's post-hoc comparisons were conducted. Results of the post-hoc analyses revealed that the single-sex male class had more positive feelings about the classroom climate than the single-sex female class. Teaching behaviors were evaluated through the use of the Hopkins Observation Report Form. Teaching behaviors in two single-sex classrooms and coeducational classrooms were observed and reported using one-way ANOVAs in three areas: interaction, influence, and non-verbal messages. No differences were found in the frequency of teaching behaviors used in single-sex and coeducational classes in any of the areas. Student achievement was evaluated using pre- and post-test scores from the Tests for Higher Standards by Flanagan and Mott (1999). The single-sex female, single-sex male, & coed A classes had higher science scores than students in the coed B class. Students in the single-sex male and single-sex female classes had higher social studies scores than the students in the coed B and coed A classes. No differences were found in the performance of the three class types on the math achievement test. A one-way analysis of variance was conducted to identify differences in absences among the four class groups. Results of Scheffe's post-hoc comparisons showed a difference in absences between the coed A class and the single-sex female class, the single-sex male class, and the coed B class. In all cases the coed A class had more absences per student. Student misbehavior was reported in four categories: (1) opposition to authority, (2) disrespect, (3) disturbance to the class and peers, and (4) altercation. More misconduct referrals were reported from the two coeducational classes when their data were combined."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:title","label":"Title","values":["Evaluation of Outcomes of a Single-Sex Educational Program at an Elementary School"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Parks, David J."],"dc:contributor.committeemember":["Hawkins, Wilbert D.","Twiford, Travis W.","Sughrue, Jennifer A.","Wiita, Teresa C."],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["Hopkins, Angelina W."],"dc:date.accessioned":["2014-03-14T20:20:17Z"],"dc:date.available":["2014-03-14T20:20:17Z","2002-12-18"],"dc:date.issued":["2001-04-24"],"dc:description.abstract":["The purpose of this research was to evaluate outcomes of a single-sex program at an elementary school in Portsmouth, Virginia. Evaluation criteria were (girls' and boys' feelings about being grouped into single-sex education and coeducational classes, (teaching behaviors, (3) student achievement, (4)student attendance, and (5) student misbehaviors. There were four measures of feelings in this study: feelings about the teacher, feelings about relationships with classmates, feelings about school work, and feelings about the classroom climate. Four one-way ANOVAs with Scheffe's post-hoc comparisons were conducted. Results of the post-hoc analyses revealed that the single-sex male class had more positive feelings about the classroom climate than the single-sex female class. Teaching behaviors were evaluated through the use of the Hopkins Observation Report Form. Teaching behaviors in two single-sex classrooms and coeducational classrooms were observed and reported using one-way ANOVAs in three areas: interaction, influence, and non-verbal messages. No differences were found in the frequency of teaching behaviors used in single-sex and coeducational classes in any of the areas. Student achievement was evaluated using pre- and post-test scores from the Tests for Higher Standards by Flanagan and Mott (1999). The single-sex female, single-sex male, & coed A classes had higher science scores than students in the coed B class. Students in the single-sex male and single-sex female classes had higher social studies scores than the students in the coed B and coed A classes. No differences were found in the performance of the three class types on the math achievement test. A one-way analysis of variance was conducted to identify differences in absences among the four class groups. Results of Scheffe's post-hoc comparisons showed a difference in absences between the coed A class and the single-sex female class, the single-sex male class, and the coed B class. In all cases the coed A class had more absences per student. Student misbehavior was reported in four categories: (1) opposition to authority, (2) disrespect, (3) disturbance to the class and peers, and (4) altercation. More misconduct referrals were reported from the two coeducational classes when their data were combined."],"dc:description.degree":["Ed. D."],"dc:identifier.other":["etd-12142001-153940"],"dc:identifier.uri":["http://hdl.handle.net/10919/30088"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Single Sex Classes","Achievement","Gender","Education","Attendance"],"dc:title":["Evaluation of Outcomes of a Single-Sex Educational Program at an Elementary School"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:44Z"}