Single-sex teaching in a co-educational comprehensive school in England: an evaluation based upon students' performance and classroom interactions
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Gender
The study design
The research covered two aspects of single-sex groupings in education:
- it examined performance profiles at GCSE for the 12 years from 1988 - 1999; and
- it analysed classroom interactions through lesson observations, carried out between January and May 1999. Analysis was both quantitative and qualitative. Classroom observations covered year 9 single-sex classes in a core subject (mathematics) and a foundation subject (geography), year 10 single-sex classes in mathematics, and year 10 mixed sex geography lessons. In mathematics there were five parallel sets of girls and boys in each year group; most classes were observed on two occasions (36 classes). In geography 35 lessons were observed, 20 in year 9 single-sex groups and 15 in year 10 mixed sex groups.
The observations looked at:
- types of questions students asked;
- the extent they asked for help;
- questioning by teachers;
- the nature and distribution of reprimands and statements of praise; and
- the behaviour and work patterns of the students.
The intention was to compare classroom interactions in the year 9 single-sex groupings with each other, and the interactions in the single-sex groupings with the mixed sex groupings in year 10. 13 teachers were observed. A further intention of the study was to observe contrasting teaching styles and identify any differences in teaching approach. As only four female teachers taught both boys' and girls' classes, 'it was difficult to make comparisons of differences in their approach with boys and girls with any confidence.'
