TITLE

Does Class Composition (Single-Sex Vs. Coed) Affect Iranian Technical and Vocational College Students' English Achievement?

AUTHOR(S)
Ramazani, Milad; Bonyadi, Ali Reza
PUB. DATE
October 2012
SOURCE
Australian Journal of Basic & Applied Sciences;Oct2012, Vol. 6 Issue 10, p93
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
In the past three decades gender issues have received a wide coverage in the education literature and it seems that controversy surrounding the academic provision regarding the positive or negative effects of single-gender vs. coed classes has increased much more than ever. Because of sampling differences, data analysis differences and contextual differences, studies of single-sex versus coeducational classrooms has not yielded a clear set of conclusions. Having taught English for several years the researcher have clearly noticed that there is a significant difference between males, females and coed classrooms in terms of technical and vocational students' end-of-semester marks. Therefore, the present study endeavors to shed light, as much as it can, on the effect of single-sex/coed class composition on the English learning of Iranian technical and vocational students. Technical and Vocational Students (TVS) are traditionally considered to be 'less academically inclined' among all other Iranian university students. Three homogenous classes of TVS, cautiously selected, took part in the study and they all received treatment in the form of teaching by the researcher for some 14 sessions. Then an achievement test was administered to the all three groups. The statistical analysis of the results shows that single-sex classes appear to be most advantageous for females whereas males performed better in coed classes. Males' class showed the weakest performance.
ACCESSION #
88911417

 

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