Teaching Strategies and Gender Based Learning Environments
How they Relate to Self-Efficacy, Participatory Behaviors, and Academic Achievement
Debra Allen
- 164 pages
- English
- PDF
- Available on iOS & Android
Teaching Strategies and Gender Based Learning Environments
How they Relate to Self-Efficacy, Participatory Behaviors, and Academic Achievement
Debra Allen
About This Book
This mixed method participatory action research study investigated the relationships of effective teaching strategies and gender based learning environments to pre-adolescent females' self-efficacy of mathematical ability, classroom participatory behaviors, and academic achievement in the area of mathematics. Research-based teaching strategies were used with sixth grade girls who learned mathematics in a non-accelerated single gender environment (n=28) and sixth grade girls who learned mathematics in a non-accelerated mixed gender environment (n=12). Female students in both types of learning environments experienced increases in self-efficacy of mathematical ability, in levels of participatory behaviors, and in academic performance. Although the self-efficacy of mathematical ability of girls in both types of learning environments increased, girls in the mixed gender classroom environment experienced higher growth of self-efficacy than girls in the single gender classroom environment.