Date of Award

12-1-2009

Degree Type

Dissertation

University or Center

Clark Atlanta University(CAU)

School

School of Education

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. Trevor Turner

Second Advisor

Dr. Ganga Persaud

Third Advisor

Dr. Edward Williams

Abstract

The purpose of this study was to examine whether gender-based mathematics classes have a positive impact on the achievement levels of males and females. The study was conducted in order to give insight into the differentiated approach to teaching males and females separately and the effects the separate instruction has on mathematics achievement while closing the achievement gap. This study examined gender-based instruction as a strategy along with other variables that are perceived as having an impact on student achievement. The independent variables in the study were instructional leadership, teacher certification level, teacher content knowledge, teacher knowledge of primary gender learning styles, teacher expectations, gender-based instruction, teacher demographics, and student demographics. The dependent variable was student achievement in mathematics. The study was conducted in an elementary school in Atlanta, Georgia among third, fourth, and filth grade students and teachers. The 2007 Georgia Criterion Reference Competency Test (GCRCT) data were used as pretest data prior to teachers teaching students in a gender-based selling. Eleven teachers were given professional development in male/female primary learning styles. differentiated instruction, culturally responsive teaching, and data analysis. Anonymous surveys were completed by teachers and students. In addition, student demographic data were analyzed. The study was conducted in a Title I elementary school. Ninety-nine percent of the school’s students are on free or reduced lunch. The school serves 85% African- American students and 15% Hispanic, Latina/Latino. The school’s enrollment, K-5 is approximately 550 students. The results of the study indicated that there was a statistically significant relationship between a teacher’s content knowledge. years of experience, and his/her expectations relative to student achievement in mathematics. A regression analysis found that the most impacting variables on student achievement in gender-based classrooms were teacher expectancy, teaching experience and instructional leadership. A regression analysis was used to further determine which independent variables had the strongest impact on student achievement in mathematics. The regression showed that the strongest impacting variables again were teacher expectancy, teacher experience and instructional leadership; however, these variables are mediating at best. Those variables found to be the most significant in relationship to student achievement in mathematics were: gender-based instruction, teacher knowledge of student learning styles, and discipline.

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