The Effects of Mixed Classrooms on Elements of Students Achievement - Report Example

Single classes Name: Institution: Abstract. This paper examines the effects of mixed classrooms on elements of students’ achievement and development academically. In this investigation, we focus on the impact of having both male and female students in the same class or learning environment and the implications resulting from such a scenario. According to researchers, having people of the opposite sex associating freely without restrictions lowers performance. This can be scrutinized at in terms of classroom work and performance, and it ideally implies that it causes big challenges to the students while in class. This investigation will focus on the impacts, challenges and any drawbacks brought about by the issue of mixed gender classes. It will also highlight the challenges that teachers face due to this scenario. There are also solutions put forward by researchers and analysts which will be our guide in deciding to separate male and female classrooms. Definition of terms as used in my investigation Single classrooms-classes with female or male students only Single class- classes with female or male students only Mixed classrooms-classes having both female and male students Mixed class- classes having both female and male students Sexism-the traditional believe that one gender is superior to the other and thus should dominate all the relevant economic areas such as politics, leadership, finance and others. Peer effects- are the good or bad influences which arise due to social interactions between various individuals of the same age, interest and class. Social effects - influences based on interpersonal interactions. Introduction In the recent times, there has been noted that there are few students who perform well in high schools and colleges. There has been a trend showing dwindling average results, low performance in the respective subjects and related practicals in various institutions (Association, 2009). From this investigation, a number of factors were highlighted with emphasis on the issue of mixed classes. In many institutions, students are arranged in mixed classes for lessons, and this is actually the main problem. Comparing the performance of single classes institutions and mixed classes institutions, there has been noted a big difference. The mixed classes show a downtrend in performance compared to the single classes institutions. In this investigation, I will also state the effects of gender composition on academic achievement of boys and girls at a different school levels and especially at ages where boys and girls become sexually active. I will give the best classroom arrangements that will help improve on the academic achievement of boys and girls at different academic levels. When focusing on co-curricular activities, there has also been noted a rise in the number of discovered talents in single classes compared to a situation where we have only mixed classes. Research shows that, boys need more physical activity in order to learn as compared to girls. This will create a good environment for all the activities needed for them to learn appropriately. As for the girls, what seems to be the biggest indicator of the benefit of having the same sex education is the opportunity to be in an educational environment where they would not be competing with boys for the teachers’ attention. Literature review showed that, boys tend to dominate the classrooms more often than the girls do simply because girls tend to be more passive as compared to boys. According to another research, boys tend to do better on timed tests than girls. The stress factor accompanied by the test is said to improve boys’ performance while the same stress factor tends to lower girls performance. In this case, the separation of the classes is seen to bring balance as now the teachers of the two different classes will know how exactly to deal with his students so that optimal results are achieved. Analysis To come up with a concrete stand why to advocate for single classes, I conducted a research on various aspects of student life and came up with findings as discussed below. I carried out interviews and distributed questionnaires from which these results were drawn from. The areas of concern were; the economic background of students in both single and mixed class scenarios, the parent’s literacy level, their political engagement and their race (Gibb, David & Horwood, 2008). Racial, ethnic and gender differences as seen between teachers and students cause significant effects on teachers’ perception of their students’ performance (Association, 2009). Alternative policies that help to improve the effectiveness of all teachers would be one way to close gaps in achievement. Researchers suggest that it is important for those who worked in schools to help boys to gain an understanding of masculinity and engage them in analyzing homophobic and heterosexist versions of masculinity in schools (Clauss-Ehlers, 2008). They stated that encouraging boys to reflect on and recognize the behavior that leads to certain forms of masculinity will engage them in the process of critically thinking about these issues. Economic background Economic background of a student is seen to be a major area of concern if at all a student is expected to pursue his education goals and succeed (Gurian, Stevens and Daniels, 2009). It has been noted that students hailing from poor families have many challenges in pursuing their educational goals in mixed classroom environment compared to when they undertake the same course in a single classroom situation. This can be seen to arise due to several reasons (Association, 2009). As students become sexually mature, they start having relationships which is very normal for a growing up teenager. This only becomes a challenge if at the boy in the relationship has financial constraints. It makes him feel withdrawn most of the times, and he starts thinking of ways to look for money to cater for his expenditures of leisure (Clauss-Ehlers, 2008). This can cause a good student to turn into a drug addict and even a terrorist. One will start to care most about the relationship than to care about educational needs (Worell, 2001). This will automatically cause a downward trend in the educational achievement of such an individual. Looking and comparing with the other side of the issue, if the two students in the relationship could be in different regions or schools for that matter then the boy in the relationship could not be in such a fix of looking for money (Lind & Brzuzy, 2007). One could be visiting the other after a long time and hence not cause such inconveniences (Association, 2009). The girls on the other side will want to wear expensively to attract attention of the boys in the class environment. This will put her in the same situation of looking for money using other means such as prostitution and this will automatically cause a drop in the education performance. In single classes situation, the students will actually not care too much about their current situation hence focus on the education needs at hand at the time. In a perfect world, students are not to be earning as they study as this may derail them from the main agenda in their life as per that time. It is due to the challenges of college education that students should be advised to work no more than certain hours per week (Clauss-Ehlers, 2008). In addition, those students who work and attend school at the same time often lack the ability to switch from classwork to jobs and from jobs to classwork quickly. It is advisable that once a student registers for a semester, school should be considered his full time job (Association, 2009). This should be taken seriously, as the colleges have long holidays when one can work fulltime and accumulate enough money to be used over the schooling periods (Cole, 2001). However, mature thinking is needed to delay gratification and focus to live a less lavish lifestyle for the final reward of good education. Students coming from wealthy families also face challenges in a mixed classroom scenario. They mostly find themselves being misled with the thinking that there access to a lot of money hence may not study well (Association, 2009). Such individuals get involved in parties most of the time. Such parties are actually points of time wastage hence they find very little time left for studying (Cruz, 2000). At such parties, there is normally drugs and substances at their disposal. A good student from the start initially changes and loses focus academically. In such a situation, they mostly find that they get involved in many relationship issues, and soon they are victims of poor academic results. Cultural background Culture is another area which causes differences in a class setup. Although the religious beliefs is not a point of focus for single classroom environments, especially in the independent school environment, it is important to consider whether students’ religious backgrounds are similar across the single classroom environment and mixed classroom environments (Cole, 2001). In the independent school sector, the study shows that there is no difference in the religious beliefs among students of a single class and mixed classes (Association, 2009). Small differences are, however, found between students of single classes and mixed classes such that when comparing their religious level, the single class students shows a high religious confidence as compared to the mixed classes (Louden & Press, 2007). The most stringent test of single classes is whether the general power of school gender composition issues remains prominent even when students’ background is the same (Freire, 2000). This idea is achievable for about half of the important variables in the independent school sample (Association, 2009). Results suggest benefits of a single class education in terms of higher grades in self-rated mathematics and computer skills, interest in engineering courses, greater academic and political involvement and greater ability to participate in the college student government (Clauss-Ehlers, 2008). In general, the students’ attendance for classes at a girl school is having a direct impact to higher scores on the basis of these measures, even when taking into consideration the socioeconomic backgrounds of these girls together with a range of essential documents (Cole, 2001). One outstanding outcome that shows an unfavorable condition of independent single class schooling is student stress accumulation factors. Students at the single classes schools show a feeling of being overwhelmed by the activities they do in the class often as compared to their peers at the mixed schools environment (Association, 2009). The differences between single classes and mixed classes remained persistent even after taking control of student demographic background but became no significant once the high school characteristics were also added to the argument (Clauss-Ehlers, 2008). These are; academic confidence in whatever one does in class, liberal social views in discussion forums and socializing with people of other races or ethnicity without having problems (Cole, 2001). The higher scores in examination as observed in the single classes on the three outcomes are not specifically a function of the related school. The outcomes as examined, show the differences between the single classes and mixed classes of the graduates that had been very significant in their initial analyses were not very significant when using the most preferred statistical technique (Association, 2009). These relate to academic well-being and include quality scores, reasons for college education, preparation to join the graduate school and aspiration to join law school (Cole, 2001). In the situations stated, accompanying variables such as the parents’ education level or the family monthly income were the prominent factors that challenged the predictive power of school gender composition (Clauss-Ehlers, 2008). The largest effect of single classes education is on the scores achieved during an exam. The positive effects of single classes on the examination scores remains to be important after all other students and school variables are under controlled. Other advantageous effects of single classes are small but noteworthy given that they participate in the maintenance of statistical importance despite the number of control variables included (Association, 2009). These general benefits can include factors such as; self-confidence in mathematics related subjects and computer related skills, proper scientific thinking and strong interest in pursuing engineering careers (Clauss-Ehlers, 2008). In addition to this, all the students in the single classes seem to be academically focused and value college education because of its academic or intrinsic purposes, and don’t value it for its extrinsic or economic functions, than do the graduates from the mixed classes environment. In addition, graduates of mixed classes show a stronger orientation towards student government opportunities and political engagement than women from mixed classes. In situations where neither positive nor negative results are exhibited, mixed classes students tend to advocate for more liberal social understanding and views as compared to their counterparts in the single clsses. Political engagement Assessing the political engagement of ladies, I have noted that female students from single classrooms have a strong will to become leaders compared to those from mixed school environment (Cole, 2001). This is because those from mixed class environment have developed the notion that leadership positions are to be left for men. They therefore, tend to be withdrawn and leave political positions for men (Association, 2009). They usually are not free to be contestants vying for the same post that men are vying for. Female students from single classroom situation however, have adapted being on their own and can manage themselves without any help form men. This gives them the confidence even to become future great leaders (Clauss-Ehlers, 2008). The desire to be a great leader in future actually comes with it the desire to accomplish good grades in the examinations before one can be considered in the world on work as a great individual. They, therefore, work extra hard in their studies hence achieving good performance academically. Social attitudes Traditionally, women were looked down upon by men in the society. Although this is not the case as per now, it is still in the minds and thoughts of many people. This haunts many female students in everything they do. In academics, it may cause them to relax, as they believe that men are the ones to handle technical issues (Association, 2009). In a class scenario, where there needs to be done a research you may find that ladies leave the whole task for the men to handle and this causes them to lag behind in classwork issues (Cole, 2001). In the case for single classes, the ladies will be very sure that any assignment put forward by a lecturer will need their full attention (Cummins, 2000). This engagement in doing classwork generally improves class performance. It also builds confidence in a student such that she can be bold to explain her knowledge of ideas to other students (Feinberg and McDonough, 2005). In mixed classroom scenarios, there has also been exhibited that there is greater rate of pregnant students compared to the single classroom scenarios (Patterson, 2012). This is so due to the proximity of the female students to the male ones (Clauss-Ehlers, 2008). This high rate of pregnancy actually shows that there is very little that these students do while in class. It shows a sense of loss of direction (Lakia, 2011). This situation can only be remedied by use of single classes. Research also shows that the students’ political understanding and social attitudes are guided largely by their peers and that female students tend to exhibit more liberal political understanding and social beliefs than the males (Association, 2009). With this fact in mind, we can expect that an environment having girls alone would yield graduates whose political understanding and social views differ significantly from those of the women educated in the mixed class environments (Feinberg and McDonough, 2005). This report examines the differences in college women who studied in single class and mixed class environments elaborate on their political understanding and engagement, and how they actually rate their views on social affiliation and political understanding grounds, and how persistent they support their views on social circles, political beliefs and the accompanying attitudes (Cole, 2001). According to a research, women who schooled at the single classrooms schools tend to have less stereotypical understanding and attitudes about male and female sex roles as compared to those who schooled at the mixed classroom schools (Clauss-Ehlers, 2008). During the research, it was observed that the women in single classes were more likely to have a higher self-control and higher self-concept as compared to those in the mixed classroom environment (Feinberg and McDonough, 2005). Women studying at the single classroom schools scored good grades in tests of academic self-concept although there were no differences identified in their attitudes in regard to school. In their first year of college, some girls were interviewed, and their responses saved (Association, 2009). The responses showed that they had increased self-esteem and had great expectation in their final examination (Streitmatter, 1999). A few outcomes from research lean towards facts that might be considered as being negative from the perspective of mixed classes (Clauss-Ehlers, 2008). The first one is that graduates from mixed classes tend to show low levels of religious faith and such behaviors like drinking and smoking than is the case as observed among students from the single classes environment (Cole, 2001). We also find lower rates of sport and exercise reported among women from single classes as compared to the others from mixed classes (Quinn & Lyons, 2011). Academic Engagement Women graduates from single classrooms show a high sense of academic engagement as compared to the mixed school students (Clauss-Ehlers, 2008). This is evident from a survey showing their time spent studying or doing homework, time spent tutoring other students time spent studying with other students and time spent when consulting their teachers in areas of difficulty (Salomone, 2005). It is also worth noting that students from single classroom environments are seen to comment that they are only going to college to prepare for the graduate school (Association, 2009). This is actually not the case with students from mixed class environment (Feinberg and McDonough, 2005). They are usually not broad minded to think of or to be motivated by the issue of joining a graduate school. The students from the single classroom environments also are seen to be the ones admitted to top graduate schools in many countries as compared to the students coming from a mixed classroom example (Cole, 2001). Academically, about 80% of students from single classroom environment score grades that are above average as compared to the 70% of students who score above average from the mixed school environments (Clauss-Ehlers, 2008). This clearly shows that there is more concentration on classwork in the single classroom environments as compared to the mixed classroom environment. Studies indicate that, attending single classroom environment promotes higher degree and higher career aspirations (Cole, 2001). It is seen to help female students as they gain interest in male dominated fields and stereotypically high-prestige fields (Association, 2009). Studies show that the single classroom environment make girls become more ambitious as compared to boys in the mixed classroom situation (Feinberg and McDonough, 2005). Study also shows that women from single classroom schools show more frequent interaction with the teacher compared to those from mixed classroom schools (Clauss-Ehlers, 2008). Girls in the single classroom scenario also are freer to consult their teachers for more personal issues other than classwork (Feinberg and McDonough, 2005). This is very different as compared to the mixed classroom scenario. Girls tend to be pressed and suppressed in a mixed classroom scenario. This shows clearly that they may not be able to perform well academically (Clauss-Ehlers, 2008). This calls for the implementation of single classroom scenario if good results are to be expected from learning institutions. The final point of our analysis and evaluation was a deep consideration of whether the general effects of students’ race or income backgrounds varied significantly across the high schools and whether this variation could be accounted for by school gender composition (Association, 2009). Across all outcomes that were examined, we found only one case where school gender composition interacted with either race or class in predicting student outcomes (Cole, 2001). This is seen that students’ scientific orientation is greater for those attending single classes schools compared to those in mixed schools environment. From that, we can conclude that, single class schools prove to be very beneficial in promoting single students interest in science as they join colleges (Clauss-Ehlers, 2008). Greater interest in mathematical and engineering courses It has been noted that graduates from single class environments will always show a greater confidence in tacking mathematical and computer related courses as compared to the students from mixed class environment (Cole, 2001). About carrier choices, students from single classroom environment, have greater choice of engineering and medicine courses as compared to the students from mixed classroom environment (Association, 2009). This is actually a clear indication that there is very little learning going on in the mixed classroom environment. The research has revealed many statistical significant differences between single classes and mixed classes. It has also proved that the efficiency of the single classes versus the mixed classes depends on the initial type of high school being attended. Knowledge of these differences brings a light on what we can think of for these women when they join college (Clauss-Ehlers, 2008). The sheer differences between the two groups in question should give us a true picture and understanding of the accumulated impact of the single classes (Feinberg and McDonough, 2005). This should be accompanied by other considerations such as the enrolment rate, location of course offering the demographic background of the students in question as shown by their class, race and other forces in student teaching (Goldsmith and Posner, 2007). Recommendations According to the above arguments and fact, I recommend that the issue of having only single classes be put into consideration for achievement of good results in the education curriculum. Those schools that are currently having mixed classes should be divided such that they now have the two single classes for the boys and girls separately. This enables for freedom in the classes environment and release of tension. The teachers also on their side will find it easy to teach when classes are separated (Association, 2009). This is true as recorded in a research where some teachers were uncomfortable to teach mixed classes. Conclusion In conclusion, I have noted that single classroom classes are better for learning activities compared to mixed classes. This is very evident from the issues discussed as above. The overall analyses suggest that single class secondary schooling especially for the girls, does play a small role in fostering the development of certain attributes that are beneficial to women as they join colleges. Specifically, single classroom classes for the girls seem to produce graduates who enter college with more academic enthusiasm, more willingness to participate politically , more confident in their mathematical and computer related skills compared to women from equivalent social background who attended mixed school environment. The research also shows that, there are some challenges faced by the students in single classroom environment. It has been noted that the students form such learning environments, tend to have a lot of stress lack the morale to participate in sports and exercise.Although such challenges are there, the advantages of having a single classroom learning environment outweigh the disadvantages. Still, the idea of having only single classroom environments for learning is the best. Many contributions have been put forward by this research; the limitations encountered should not discourage the use of nay idea as discussed. As with the sciences, it was difficult to bring to control all the important differences between the single classes and mixed classes. Finally we would probably minimize all the questions arising from the student’s choice of classes. It will also be encouraged that we differentiate between the effects of school gender composition from the effects as a result of school climatic conditions as determined by the school leadership, student attitudes to the teachers, course content, student leadership opportunities, pedagogy, and other factors that can contribute to student academic outcomes. Issues such as equitable curricula development, good student-teacher relationships and active pedagogy can help to elaborate why we usually observe more benefits of single classes education. This has been to the extent that school climatic condition as opposed to gender explains the advantages of single class education. Research would then address the issue of the level to which successful elements of single class learning could be enhanced in mixed class settings. The latter issue is particularly a difficult question given the fact that it requires identifying single class setting from the general environments created. Many people may be specifically interested in getting to the root issue and knowing if single class environment is good for the students’ performance. Individuals arguing on either sides of the debate may find support for their argument in this report. Advocates of single class schools especially for the girls schooling, may classify these results as a justification of their efforts to enable establish environments that encourage the development of academically engaged and self-confident girls. Critics of single classes learning may thus conclude that the total benefits of such a learning environment do not qualify the potential threats to gender equality brought by academic sex separation. Having the importance of the issue and the factors that could not be pu into consideration on the study at hand, it would not be good to conclude whether single classrooms are superior and with more advantage as compared to the mixed classrooms. As discussed in this report, the conclusions on this issue depend upon which school type is to be considered, which control variable is to be considered and which factors are being examined. The degree of importance that one puts on this issue also plays a key role in establishing the conclusions. Continued discussions on all the students schooling environments, in both the scholarly and policy communities, will be mindful of all the stated considerations and will also be vigilant in supporting this research that advocates for the single classroom experience. References Association., I. D. (2009). The debatabase book. New York : International Debate Education Association. Clauss-Ehlers, C. S. (2008). Encyclopedia of Cross-Cultural School Psychology. Berlin: Springer US. Cole, R. A. (2001). Issues in Web-based pedagogy. Westport, Conn: Greenwood Press. Cruz, B. (2000). Separate sexes, separate schools. Berkeley Heights: Enslow. Cummins, J. (2000). Language, power, and pedagogy . 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Effects of single-sex and coeducational schooling on the gender gap in educational achievement. Australian Journal of Education, 52(3), 301-317. Lakia, J. (2011). Single-Sex Impacts on Male Education. National Forum of Multicultural Issues Journal, 9(1), 1-8. Patterson, G.A. (2012). Separating the boys from the girls. American Civil Liberties Union, 93(5), 37-41. Quinn, F., & Lyons, T. (2011). High school students' perceptions of school science and science careers: A critical look at a critical issue. Science Education International, 22(4), 225-238. Salomone, R. 2005. Same, Different, Equal: Rethinking Single-Sex Schooling. Yale: Yale University Press Read More