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Reducing the disparity between boys and girls performance in mathematics in Jamaica’s elementary schools. (English)
Far East J. Math. Educ. 16, No. 2, 169-184 (2016).
Summary: Contrary to results in most countries, the gender gap in mathematics performance in Jamaica is in favor of girls. Literature has shown that one of the approaches used to bridge the gap between gender performances is single-sex education. Most researches on single-sex education in Jamaica are conducted at the secondary level and above on single-sex schools. This paper looks at the possibility of using single-sex classes in a coeducation elementary school coupled with open approach to narrow the gap in mathematics performance between boys and girls. The research involved comparing the expository and open approach teaching methods in three classrooms settings: an all-boy class ($n=43$) an all-girl class ($n=39$) and a mixed class ($n=52$). Results revealed that instruction was most effective when the open approach method was used in the coeducation class.
Classification: C60
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