scholarly journals Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes

2016 ◽  
Vol 116 (5) ◽  
pp. 265-275 ◽  
Author(s):  
Dennis Kombe ◽  
S. Megan Che ◽  
Traci L. Carter ◽  
William Bridges
Keyword(s):  
Classroom Environment ◽  
Middle Grades ◽  
Self Concept ◽  
Single Sex

scholarly journals Gender Disparities in Self-concept, Attitude and Perception in Physics and Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Inzahuli Samuel Majere Majere ◽  
Elizabeth Role ◽  
Lazarus Ndiku Makewa
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Primary School ◽  
Associated Factors ◽  
Gender Disparities ◽  
Self Concept ◽  
Inferential Statistics ◽  
School Students ◽  
Single Sex ◽  
Primary School Pupils

This study sought to determine disparities and associated factors in students’ performance in Physics and Chemistry at the Kenya Certificate of Secondary Education (KCSE) ex- amination in Nandi North District. The research objectives included determining differences in students’ performance at KCSE in Physics and Chemistry, self-concept (perception) of, attitude toward, and perception of the usefulness of Physics and Chemistry as subjects. Students were classified accord- ing to gender, using a causal-comparative design. Majority of the students aged between 15 and 19 years. Three ques- tionnaires were administered to the form four students, and KCSE results for the years 2000 – 2004 were obtained from the District Education Office. These were analyzed using de- scriptive and inferential statistics. We concluded that boys reflected better academic achievement as compared to the girls in both physics and chemistry. The boys and girls had comparable self-concept in physics. The girls had a higher self-concept in chemistry than the boys. This may suggest that self-concept does not influence performance in chemistry since boys still out-performed the girls in spite of the girls’ higher self-concept. With regard to attitude towards chemistry and physics, the boys and girls had the same attitude, mixed and single-sex school students had comparable attitude to- wards physics and chemistry. An intervention regarding the level of preparedness of primary school pupils in dealing with the challenges of learning Physics and Chemistry at sec- ondary is recommended.

Effects of friendship and relationship dimensions of classroom environment on general and academic self-concept

2019 ◽  
Vol 23 (1) ◽  
pp. 117-128
Author(s):  
Mohsen Mir Mohammad Sadeghi ◽  
Fatemeh Azad Manjir ◽  
Mohammad Javad Fahimifar
Keyword(s):  
Classroom Environment ◽  
Self Concept

scholarly journals Co-Education and Gender:The End of the Experiment?

2004 ◽  
Vol 12 ◽  
pp. 41
Author(s):  
Ian Clark
Keyword(s):  
Academic Performance ◽  
Academic Engagement ◽  
Self Concept ◽  
Individual Student ◽  
Single Sex ◽  
The Individual ◽  
Close Family

This article has two inseparable aims: (a) to analyse the relative merits of single-sex and co-educational constructs on self-concept, academic performance and academic engagement; (b) to investigate the manner in which each type of schooling interacts with the individual student; student “peers,” close family, and teachers.

scholarly journals Adolescents’ Attitude towards Masturbation: Practical Study on a Sample of Senior High School Students in the Cape Coast Metropolis of Ghana

2020 ◽  
Vol 16 (28) ◽  
Author(s):  
Priscilla Commey Mintah ◽  
Kwaku Darko Amponsah ◽  
Grace Sintim Adasi ◽  
Rosina Okyere Amponsah
Keyword(s):  
High School Students ◽  
High Schools ◽  
Survey Design ◽  
Target Population ◽  
Self Concept ◽  
Cape Coast ◽  
School Students ◽  
Single Sex ◽  
Second Year ◽  
Girls School

There are societal variations as to how masturbation is regarded because some societies regard it as a religious or cultural bizarre, while others tolerate it on biological grounds. This study employed a descriptive survey design to explore adolescents' attitudes towards masturbation in selected senior high schools in the Cape Coast Metropolis of Ghana. The target population was formed by form two students in both schools. The total population for the second-year students in the boys' school was 509, while the second-year students in the girls' school were 496. Specifically, it was carried out in two single-sex Senior High Schools (SHS) in the Cape Coast Metropolis. Purposive sampling was employed to select single-sex schools in the metropolis, as they are noted for the practice of masturbation. Three hypotheses on masturbatory practices, attitudes toward masturbation and masturbatory practices and self-concept were formulated for the study. The results indicated that implicitly, both sexes’ masturbatory practices are similar. Both sexes also have similar attitude towards masturbation; as well as the masturbatory practices and self-concept in the Cape Coast Metropolis. Similarly, it was found that the attitude of both sexes towards masturbation was characterised by ambivalence, as they regarded it to be an irreligious and bad practice, yet, they covertly practised it. It was recommended that stakeholders should give adolescents thorough sexual education without expressing their prejudices concerning masturbation. They should be made to understand that sexual urges are a natural part of their development that must, however, be controlled for moral and spiritual reasons.

scholarly journals Self-concept of Adolescent Students from Single Sex and Co- Educational Schools

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Sarika Khandelwal ◽  
Dr. Jyoti Gaur
Keyword(s):  
High Schools ◽  
The Self ◽  
Self Concept ◽  
Adolescent Students ◽  
Single Sex

In order to evaluate the hypothesis that there is no difference in the self-concept of adolescent students from single sex and co- educational high schools, the investigator conducted a study on 60 subjects (30 boys and 30 girls) out of which 30 subjects were from single sex schools and remaining were from the co- educational school. The measurement was done using the Self-concept Rating Checklist by Dr. Pratibha Deo which contains 90 adjectives describing a person’s self-concept. The result shows that adolescent students from co- educational schools have a better self-concept as compared to the adolescent students from single sex schools. When the various dimensions were analyzed, it was found that the boys from co- educational schools had better aesthetic and character dimensions while the girls from the co- educational schools were found to be better in social and intellectual dimensions.

scholarly journals Self-Concept among Adolescents of Mixed Sex and Single Sex Education Schools

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Shreshtha Dhar ◽  
Saranya Banerjee ◽  
Anindita Mukherjee ◽  
Atanu Kumar Dogra
Keyword(s):  
Sex Education ◽  
Psychosocial Development ◽  
Vital Role ◽  
Social Dimension ◽  
Self Concept ◽  
Sufficient Evidence ◽  
Single Sex ◽  
Research Findings ◽  
Single Sex Education ◽  
Multidimensional Self Concept Scale

School plays a vital role in biopsychosocial development among students. One of the common debates of modern educational system is whether mixed sex education or single-sex education is beneficial for the bio psychosocial development of adolescents. However previous research findings have not provided sufficient evidence to resolve the controversies, this study aimed at clarifying the question of ‘which nature of schooling is effective for multi-dimensional self concept?’ To resolve the controversy, self concept of boys and girls of four mixed sex schools and four single sex education schools was assessed with the help of Multidimensional self-concept scale (MSCS)(Bruce and Bracken, 1992) . Data were statistically analyzed with help of t test. As per result, competence and academic dimensions of self were found to be higher in students from single sex schooling but social dimension of self was elevated in students from mixed sex schooling for both sexes. Girls were found to have scored significantly higher than boys on social dimension of self for both types of schooling.

Classroom Environment and Locus of Control in Identifying High and Low Self-Concept in Fourth- and Fifth-Graders

1990 ◽  
Vol 66 (3_suppl) ◽  
pp. 1152-1154 ◽  
Author(s):  
Stephen Madonna ◽  
Glenda K. Bailey ◽  
Andrea L. Wesley
Keyword(s):  
Locus Of Control ◽  
Classroom Environment ◽  
Fifth Graders ◽  
Self Concept

Students' and Teachers' Perceptions of Classroom Environment and Self- and Others-Concepts

1980 ◽  
Vol 46 (3) ◽  
pp. 747-753 ◽  
Author(s):  
Edward G. Galluzzi ◽  
Edward A. Kirby ◽  
Karl B. Zucker
Keyword(s):  
Classroom Environment ◽  
Significant Relationship ◽  
Teacher Support ◽  
Group Membership ◽  
Self Concept ◽  
Fifth Grade ◽  
Teachers Perceptions ◽  
Personal Variables

The relationships among self-concept, others-concept (a person's perceptions and expectancies about other people), and students' and teachers' perceptions of classroom environment were explored. Subjects were 441 fifth grade children and their 25 teachers. All children were administered group tests which measured self-concept, others-concept, and perceptions on five classroom environment scales (Involvement, Affiliation, Teacher Support, Friction, and Satisfaction). Teachers completed the classroom environment measure only. Correlations indicated that children's self- and others-concepts were statistically related to their perceptions of classroom environment, but the correlations were low. When the children were assigned to high, middle, and low self- and others-concept groups, analyses of group membership indicated significant differences in perceptions on the five classroom environment scales between the groups low and high in self- and others-concepts. Significantly more children with low self- and others-concepts differed from their teachers' perceptions of classroom environment than did children with high self- and others-concepts. The findings underscore a significant relationship between perception of classroom environment and several personal variables.

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