i want you to answer the question in the  journal 5 file in an essay and write very well after reading the research paper

JOURNAL 5(1).docx

read this file before answering the question

benefits_of_single11.doc

JOURNAL 5: REFLECTION

TSEM 102.102

This is your final journal entry and it is worth four points. It is due on 5/1 at midnight. 

There are three questions below. Make sure to answer all of them! As usual, compose a document in Word and attach it to your posting. 

1. Review your research paper. Select evidence that you found most convincing to support your thesis statement (or part of it). Summarize that evidence in your own words. Explain in a few sentences how you found it convincing.

2. TEAM WORK:

a.Consider your own work in your team. Rate yourself from 1-10 and explain why you gave yourself that number.

b. Rate every other member of the team explaining roles that the person took. Give them a number from 1-10 and explain it.  This information remains confidential.

3. Your friend who is a 12th grader was accepted to Towson and wanted to hear what a college level paper entailed. Describe specifically what it means to find evidence to back up an argument. Explain the types of evidence that exist in educational research and the ways that your friend could mine sources to get an A paper. Give an example of the best evidence that you used in your paper to back up a point. (For example, did you combine studies that reached the same conclusion?)

Thanks!

-Dr. Shargel

 

 

 

 

 

 

 

 

The Benefits of Single-Sex Classrooms

Omar Bahar Alanazi

Professor. Rebecca Shargel

Towson University

Spring 2014

 

 

 

 

 

 

Abstract

Coeducational schools have a lot of benefits to the development of today’s American teenager but these benefits can be maximized by introduction of single-gender classrooms in the learning institutions. Research studies have been conducted to show that single-gender classrooms help reduce stereotypes, boost students’ self-esteem and cause the students to have higher grades as compared to those students in coeducational schools .Adolescent schoolchildren benefit more from single-gender than co-educational classes because they eliminate distractions, lead to higher test scores, and ultimately advance future educational aspirations .Current coeducational school settings hinder preteens from achieving their goals in life because of distractions posed when males and females learn in the same environment. It also contributes to low achievement in both sexes as well as encourages stereotypes. Female’s careers are mostly determined by their male counterparts as women are made to believe that some careers are meant for males only. Students in coeducational classroom settings are not therefore able to explore their potential in the educational setting.

 

 

 

 

 

 

Introduction

            Are single-gender education systems the answer to academic research in preteens in middle schools? The answer is yes. According to various research studies conducted, single-gender classrooms have been shown to improve student performances by reducing stereotypes, boosting self-esteem and causing students to have higher marks in exam papers by eliminating stressful distractions. “Although coeducational schools have benefits, it is still more useful and beneficial for students to enroll in single-gender classrooms because they reduce gender stereotypes, boost students’ self-esteem and desire to achieve, and cause the students to have higher grades”(Wiggins, 2014).

Reducing Gender Stereotypes

Gender stereotypes are more common in coeducational classrooms than when males and females are allowed to study in different environments. Gender stereotypes occur in the choice of subjects and career paths by both boys and girls. A study conducted in 1992 showed that only 21% of students who took computer science exams were females. This number lessened in 2003 where only 13% took the exams (Sanders & Nelson, 2004). This is because girls in coeducational classrooms have been hard wired to believe that boys are only good in mathematics and sciences and they themselves can only do well in writing and humanity classes. This form of gender stereotype hinders female students from realizing their own potential. Separating the genders, however, will help both boys and girls realize how much they can do and that certain subjects are not only meant for their specific sex.

In a research study conducted by Patterson and Parlke in 2011, gender stereotyping was reduced when female students were  enrolled in single-gender classrooms rather in coeducational classrooms. The research was conducted before they were enrolled and after enrolling and it showed a significant decrease in the gender stereotypes in science, math and leadership. This shows that gender stereotypes can be reduced by separating the girls from the boys (Patterson &Pahlke, 2011). Being in an all-female classroom helped the girls realize that they can be good at math and sciences just like boys.

Gender stereotype in the choice of career path are also reduced when boys and girls learn separately. Coeducational classrooms affect the choice of career paths that different sexes are feel they supposed to pursue in life. Although boys have been made to believe that they are good at math and sciences and that their brains function differently, makes in coeducational classroom chose to take careers in education. Another study showed more , that girls are likely to pursue careers in engineering if they are made to believe that they can be good in math and science courses. This can only be achieved by separating the sexes through single-gender classrooms.  The study showed that most girls who chose  in engineering careers went to single-gender schools and thereby, had the ability to realize their full potential (Tully & Jacobs, 2010).

Desire to Achieve and Self-Esteem

            The desire to achieve is seen mostly in single-gender classroom than coeducational ones. When girls and boys are put together in one classroom the desire to achieve is limited mostly by gender stereotyping. Girls are made to believe that they can only be good at writing and humanities while boys are made to believe that they can only be god at math and science subjects. This type of stereotype reduce the students desire to achieve since the environment is not conducive for them to achieve their full potential in education.  However, in single-gender classrooms the teachers can be able to modify the teaching strategies to suit each gender (Crawford-Ferre& Wiest, 2013). The instructors teaching single-gender classrooms get to change the teaching environment there is higher level of participation and therefore higher desire to achieve. In another research conducted by Cherney and Campbell (2011), it showed that females in single-gender classrooms had the desire to learn and achieve their goals than their female counterparts in coeducational classrooms.

A student’s self-esteem is also boosted when they learn in an all same sex class than mixed. When boys and girls are mixed in class, they are bound to feel conformed to different directions and this reduces confidence. In coeducational classroom, boys tend to be good in math and sciences and this reduces the self-esteem in girls to answer questions and do well in these subjects (Cherney& Campbell, 2011).In coeducational classroom boys tend to make girls feel less superior and unlikely to achieve and this lowers their self- esteem which is translated in their grades. Being separated on the hand makes students feel that they can do well without being teased and this boosts their confidence and the desire to achieve like their counterparts. There is also reduced shyness in single-gender classroom than in coeducational classrooms. All these boost self-esteem and the desire to achieve in academics.

 

 

 

Academic Achievement

Despite other factors such as teacher training, parental involvement and curriculum playing a role in academic achievement, coeducational classroom setting also affect the level of academic achievement by students. Single-gender classroom, help boost academic achievements in both sexes by reducing the amount of distractions likely to occur when learning. Since boys and girls in idle schools are not yet adults but are transforming into teenagers, distractions are bound to occur during this transition. When separated boys and girls have been shown to register high academic achievements than when learning together. By reducing these distractions, which are likely to occur in the life of every American preteen, the grades improve significantly (Spielhagen, 2006).  Researchers, Cherney and Campbell (2011), also focused on academic achievements and noted that math scores rose, for students in single-gender classrooms than those in coeducational classrooms.

Being in single-gender classrooms helps students do better in subjects that are not usual for that gender. For example, boys are able to do well in literature and girls achieve higher grades in math and sciences. Another study showed that boys in coeducational classrooms did worse in literacy tests that their counterparts in single-gender classrooms (Stotsky, 2012). Students in single-gender classroom are achieving higher grades because they are free from destructions, the learning environment are different and they have been made to believe that they can do well in subjects that are not common for that gender. Single-gender classrooms therefore are necessary to boost academic achievement and the only way to realize excellence in education for both genders.

 

 

 

Conclusion

In conclusion, single-gender classrooms are better than coeducational classrooms in terms of boosting learning morale, reducing common stereotypes and increasing academic achievements for all genders. By separating boys and girls, another environment is created where both sexes are able to realize their full potential and work towards achieving academic excellence. There are fewer distractions in single-gender classrooms and therefore students are able to concentrate more on their grades than being a regular preteen who is transitioning into a teenager. The self-esteem is boosted since they are able to believe that they can do better in subjects they could not be able to perform in while in the coeducational classroom setting. Single-gender classrooms, not only help student achieve in academics but life as well, by shaping their career paths and allowing them to be other genders enter into careers that are dominated by single-gender such as engineering.

 

 

 

 

 

 

 

References

 

 

 

 

 

Cherney, I., & Campbell, K. (2011). A league of their own: Do single-sex schools increase girls' participation in the physical sciences?.Sex Roles, 65(9/10), 712-724. doi:10.1007/s11199-011-0013-6.

Crawford-Ferre, H., &Wiest, L. R. (2013).Single-sex education in public school settings.Educational Forum, 77(3), 300-314. doi:10.1080/00131725.2013.792906.

Patterson, M., &Pahlke, E. (2011). Student characteristics associated with girls' success in a single-sex school. Sex Roles, 65(9/10), 737-750. doi:10.1007/s11199-010-9904-1

            9904-1.

Sanders, J., Nelson, S.C. (2004).Closing gender gaps in science.Taking Sides, sixth edition(1), 9-13.

Spielhagen, F.R. (2006). How tweens view single-sex classes. Taking Sides, sixth edition(1), 4-8.

Stotsky, S. (2012).The promise of single-sex classes.School Administrator, 69(5), 32-35. Retrieved from http://web.b.ebscohost.com/ehost/detail?vid=7&sid=1ade4b87-e7da-4d14-86ca3d02e7547e98%40sessionmgr114&hid=121&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=77304401.

Tully, D. D., & Jacobs, B. B. (2010). Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: An Australian case study. European Journal Of Engineering Education, 35(4), 455-467. doi:10.1080/03043797.2010.489940.

Wiggins, O. (2014, Feb 11). Students at prince george' school learn in single-gender classrooms. The Washington Post. Retrieved from http://search.proquest.com/docview/1497307766?accountid=14378