The Affects of Single Gender Classroom Grouping On Students' Achievement and Discipline In a Selected School District In South Mississippi

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Studies and Research

First Advisor

Clyde Ginn

Advisor Department

Educational Studies and Research


Educators are searching for innovative methods to keep students' attention and increase classroom productivity. A method that has been given attention over the past few years is the single-gender configuration of the classroom. Experimentation with this type grouping has implications for investigation. American public schools are beginning to take a closer look at single-gender classes as an alternative way to group students. Research supports the fact that most schools that have tried same-gender classes have seen improved test scores and reduced disciplinary problems. Description of subjects. This study was produced to determine how grouping students in same-gender classrooms affected achievement and discipline. Students in fifth grade at a rural elementary school in a southeastern state were randomly assigned to one of three math groups included in the study. One class was all girls; another class was all boys and the third class was a mixed class of both boys and girls. Procedure. A one-way Repeated Measures Analysis of Variance (RM ANOVA) was conducted to determine the effect of single-gender grouping on math achievement. The STAR Math Test was used as Pre and posttests. Scores on the two tests were compared to determine if there was a statistically significant difference. A one-way Repeated Measures Analysis of Variance (ANOVA) was conducted to evaluate the relationship between class grouping configuration and disciplinary referrals. Discipline records from the first semester of the 2002-03 school year were studied and compared to discipline records from the first semester of the 2003-04 school year. This analysis attempted to determine whether negative behaviors increased, decreased or stayed the same among the groups of students. Results. There was significant interaction between Math pre- and posttest scores for the all-girls' class, the all-boys' class and the mixed-gender class. The mixed-gender class made a significant gain in math scores from the August 2003 to May 2004. The all girls' class also achieved higher scores on the posttest, however, the all-boys' scores declined. The analysis showed that discipline improved for the mixed gender class by fifty percent. There was a significant increase of disciplinary referrals for the all girls' class. The number of referrals remained the same for the all boys' class.