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dc.contributor.advisorStreitmatter, Janiceen_US
dc.contributor.authorWilly, John Patrick
dc.creatorWilly, John Patricken_US
dc.date.accessioned2013-04-11T08:45:07Z
dc.date.available2013-04-11T08:45:07Z
dc.date.issued2002en_US
dc.identifier.urihttp://hdl.handle.net/10150/280032
dc.description.abstractThis quasi-experimental study examined student engaged time as a function of the gender composition of the classroom. Three levels of single sex and coeducational mathematics classes were compared. An analysis of variance found that class environment (single sex or coeducational), and class level (Algebra 1/2, Geometry 3/4, or Algebra 5/6) were significant factors. A significant interaction effect was also found. Algebra and Geometry students were more engaged in a coeducational environment and female Algebra 5/6 students were more engaged in a single sex environment.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Mathematics.en_US
dc.subjectEducation, Secondary.en_US
dc.titleStudent engaged time in the mathematics classroom: A comparison between coeducational and single-sex classroomsen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest3053899en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b42817572en_US
refterms.dateFOA2018-06-30T17:50:05Z
html.description.abstractThis quasi-experimental study examined student engaged time as a function of the gender composition of the classroom. Three levels of single sex and coeducational mathematics classes were compared. An analysis of variance found that class environment (single sex or coeducational), and class level (Algebra 1/2, Geometry 3/4, or Algebra 5/6) were significant factors. A significant interaction effect was also found. Algebra and Geometry students were more engaged in a coeducational environment and female Algebra 5/6 students were more engaged in a single sex environment.


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