Students' views on mathematics in single-sex and coed classrooms in Ghana

Emmanuel Adu-Tutu Bofah, Markku S. Hannula

    Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

    Kuvaus

    In this study, we investigated students’ views on themselves as learners of mathematics as a function of school-by-sex (N = 2034, MAge = 18.49, SDAge = 1.25; 12th-grade; 58.2% girls). Using latent variable Structural Equation Modeling (SEM), the measurement and structural equivalence as well as the equality of latent means of scores across single-sex and coed schools were tested. Findings regarding the latent mean differences revealed that girls in single-sex schools had significantly higher mathematics self-confidence than did students’ in coed schools. Girls in coed schools had significantly lower mathematics self-concepts than did boys in single-sex, girls in single-sex and boys in coed schools. Girls in single-sex schools had significantly higher family encouragement than students’ in all other school types. Moreover, a more complex dynamics were found on the teacher quality variate. This paper argues for a deeper understanding of sex-school interaction and of possible causes of students’ views on mathematics.
    Alkuperäiskielienglanti
    LehtiEuropean Journal of Science and Mathematics Education
    Vuosikerta4
    Numero2
    Sivut229-250
    Sivumäärä22
    ISSN2301-251X
    TilaJulkaistu - 2016
    OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

    Tieteenalat

    • 516 Kasvatustieteet

    Lainaa tätä

    @article{d136a2aaa64f40169d16dcd9c36d9032,
    title = "Students' views on mathematics in single-sex and coed classrooms in Ghana",
    abstract = "In this study, we investigated students’ views on themselves as learners of mathematics as a function of school-by-sex (N = 2034, MAge = 18.49, SDAge = 1.25; 12th-grade; 58.2{\%} girls). Using latent variable Structural Equation Modeling (SEM), the measurement and structural equivalence as well as the equality of latent means of scores across single-sex and coed schools were tested. Findings regarding the latent mean differences revealed that girls in single-sex schools had significantly higher mathematics self-confidence than did students’ in coed schools. Girls in coed schools had significantly lower mathematics self-concepts than did boys in single-sex, girls in single-sex and boys in coed schools. Girls in single-sex schools had significantly higher family encouragement than students’ in all other school types. Moreover, a more complex dynamics were found on the teacher quality variate. This paper argues for a deeper understanding of sex-school interaction and of possible causes of students’ views on mathematics.",
    keywords = "516 Educational sciences",
    author = "Bofah, {Emmanuel Adu-Tutu} and Hannula, {Markku S.}",
    year = "2016",
    language = "English",
    volume = "4",
    pages = "229--250",
    journal = "European Journal of Science and Mathematics Education",
    issn = "2301-251X",
    publisher = "EASTERN MEDITERRANEAN UNIVERSITY",
    number = "2",

    }

    Students' views on mathematics in single-sex and coed classrooms in Ghana. / Bofah, Emmanuel Adu-Tutu; Hannula, Markku S.

    julkaisussa: European Journal of Science and Mathematics Education , Vuosikerta 4, Nro 2, 2016, s. 229-250.

    Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

    TY - JOUR

    T1 - Students' views on mathematics in single-sex and coed classrooms in Ghana

    AU - Bofah, Emmanuel Adu-Tutu

    AU - Hannula, Markku S.

    PY - 2016

    Y1 - 2016

    N2 - In this study, we investigated students’ views on themselves as learners of mathematics as a function of school-by-sex (N = 2034, MAge = 18.49, SDAge = 1.25; 12th-grade; 58.2% girls). Using latent variable Structural Equation Modeling (SEM), the measurement and structural equivalence as well as the equality of latent means of scores across single-sex and coed schools were tested. Findings regarding the latent mean differences revealed that girls in single-sex schools had significantly higher mathematics self-confidence than did students’ in coed schools. Girls in coed schools had significantly lower mathematics self-concepts than did boys in single-sex, girls in single-sex and boys in coed schools. Girls in single-sex schools had significantly higher family encouragement than students’ in all other school types. Moreover, a more complex dynamics were found on the teacher quality variate. This paper argues for a deeper understanding of sex-school interaction and of possible causes of students’ views on mathematics.

    AB - In this study, we investigated students’ views on themselves as learners of mathematics as a function of school-by-sex (N = 2034, MAge = 18.49, SDAge = 1.25; 12th-grade; 58.2% girls). Using latent variable Structural Equation Modeling (SEM), the measurement and structural equivalence as well as the equality of latent means of scores across single-sex and coed schools were tested. Findings regarding the latent mean differences revealed that girls in single-sex schools had significantly higher mathematics self-confidence than did students’ in coed schools. Girls in coed schools had significantly lower mathematics self-concepts than did boys in single-sex, girls in single-sex and boys in coed schools. Girls in single-sex schools had significantly higher family encouragement than students’ in all other school types. Moreover, a more complex dynamics were found on the teacher quality variate. This paper argues for a deeper understanding of sex-school interaction and of possible causes of students’ views on mathematics.

    KW - 516 Educational sciences

    M3 - Article

    VL - 4

    SP - 229

    EP - 250

    JO - European Journal of Science and Mathematics Education

    JF - European Journal of Science and Mathematics Education

    SN - 2301-251X

    IS - 2

    ER -