| This research study examined the effect of single gender versus coeducational group work on the achievement and attitude of female students during a six-week chemistry unit. The subjects, seventh grade female students at a suburban junior high school, were randomly assigned to either single gender or coeducational groups. Group work included hands-on experiments, problem-solving activities, and projects. Chemistry achievement and attitude were measured using pre-test/post-test gain scores and survey results. Although previous studies demonstrated cognitive and attitudinal benefits of single gender classes and schools, hands-on activities, and small group work (Crombie & Armstrong, 1999; Young & Fraser, 1990; Stohr-Hunt, 1996; Bowen, 2000), this study found no statistically significant differences between the chemistry achievement of the subjects assigned to the single gender group versus the coeducational group. Likewise, there were no statistically significant chemistry attitude differences between the subjects assigned to the single gender group versus the coeducational group. |
