Essays on The Benefits of Single Gender Classrooms Research Proposal

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The paper "The Benefits of Single Gender Classrooms" is a worthy example of an education research proposal. According to Fraser (1998), social scientists, educators and education policymakers have been meditative over the issue of mixed-gender classrooms and the impacts it has on teaching and learning. The result has given rise to divergent views regarding the whole issue of gender composition in classrooms.   This is for the fact that gender social relations play a very vital role in academic achievements and the careers the learners venture into in future. Although previous research indicates that peer effects impact academics, the mechanisms of such effects have not been established.

This calls for more longitudinal studies to be conducted in order to shed more light on the question at hand. The main purpose of my projected inquiry that leads into an educational idea is to find out the benefits of single-gender classrooms against the mixed educational schooling and to establish which way is the best to place students in classrooms such that excellent academic result is achieved. My thesis statement is that single classrooms lower class interferences, discipline cases and violence thus improving inter-student and student-teacher relationships in schools.

The main objective of my research proposal is to find out the effects of gender composition on the academic achievements of boys and girls at different school levels.     Definition of the major terms used in my proposal Single classrooms- classes with female students or male students only. Gender stereotypes- the gender roles given to males or females regarding their sex, which may not be factual.   They are also attitudes and activities associated with males and females in society (Whitmore, 2005). Sexism-the traditional believe that one gender is superior to the other and thus should dominate all the important economic areas such as politics, leadership, finance and others. Peer effects- the good or bad influences which arise due to social interactions between various individuals of the same age, interest and class. Social effects- influences based on interpersonal interactions Correlated effects- influences arising from other factors apart from social interactions such as the environment, economic status, behavioural changes, parental influence and personal development issues (Manski, 1993). Methodology This being educational research, it will be of great importance if both quantitative and qualitative research methods are used in the study.

This is major because this kind of research seeks to answer the research question systematically through a defined set of procedures. Moreover, it emphasizes on the collection of evidence which leads to findings that are not determined in advance by the researcher. The qualitative research method will be more applicable and effective because it leads to adequate information that is associated with cultural values, opinions, behaviours and social contexts that are applicable to this particular situation. Besides, it is rich and explanatory in nature in finding out information that concerns a particular portion of the population (Denzin & Lincoln, 2000). For the research purpose and in order to achieve the objectives, primary data sources will be useful in obtaining adequate, valid and reliable information that is firsthand.

Qualitative data will emerge from the application of questionnaires. The data will contribute towards the formation of enough background information that is needed in building the project constructively. It will also allow the reader to effectively comprehend the survey outcomes in regards to the advantage or rather benefits of single classes over mixed or co-educational institutions (Hopkins, 2000). Questionnaires will be administered to the selected persons since they are appropriate in collecting the required data and they are easy to administer as they do not need much effort as compared to other methods of data collection.

Moreover, this method is preferment because it leads to standardized answers from the subjects that make it easy to compile and analyze data. The persons will be students in numerous grades, parents and teachers, in order to obtain situational, cultural, socioeconomic and dispositional factors that support or deter academic performance and social growth in the two types of class composition environments.

Moreover, information about students, parents and teacher believes, norms, experience, attitudes, inspirations, opinions and behaviours will be obtained through this method of data collection. Two categories of questions will be used. Firstly, open-ended questions will be designed to obtain personal experiences, attitudes and opinions. Besides, close-ended questions will be used to obtain specific responses that are narrowed down to the field of inquiry (Denzin & Lincoln, 2000). Besides, secondary sources will be used especially to establish the extent and content of previous researchers.

Therefore, I will obtain curriculum documents, policy material, media texts, journals and other relevant publications from the library. The information obtained will then be compared systematically with the aim of identifying what has been done and the gap that exists with whatever I wish to find out (Hopkins, 2000). Benefits of my proposed inquiry After the useful information has been highlighted and conclusions suggested, guidelines and strategies will be drawn in order to allow for decision making.

The analysis aimed at answering the research question will be finally performed so as to come up with the vital information needed for recommendations. Firstly, the research will give limelight on the relationship between social effects and correlated effects as well as the effects of the combination of situational, institutional and dispositional factors in regards to academic achievements in single classrooms and co-educational institutions. (Lazear, 2001) Secondly, endorsement of the proposal will enable implementation of this research which may provide a guide towards a better education policy that may encourage more single classrooms and single-gender schools to be established that may produce the best academic achievement that will consequently uplift the economic position of the society (Zimmerman, 2003). Nevertheless, the undertaking will ensure that educationists obtain vital information regarding individual learner needs and their level of achievement as influenced by gender composition as argued by Morse (1998).

  After understanding them better, it will be easy to design the education system and classroom compositions in the best way that leads to better results. Either, they will be able to identify the various situational variables that determine single classroom performance satisfaction such as the social setting as well as the numerous factors that are involved (Freiberg, 1999).


Denzin, N. & Lincoln, Y., 2000, Handbook for Qualitative Research. Thousand Oaks, CA: Sage.

Freiberg, H. J. (Ed.). 1999, School climate: Measuring, improving and sustaining healthy

Learning Environments. Philadelphia, PA: Falmer Press.

Fraser, B. J. 1998, “Classroom Environment Instruments: Development, Validity, and

Applications”, Learning Environment Research, Vol. 1 No. 1.

Hopkins, W. 2000, Quantitative Research Design. New Zealand

Lazear, E. 2001, “Education Production,” Quarterly Journal of Economics, 116(3), pp. 777-803.

Manski, C. 1993, “Identification of Endogenous Social Effects: The Reflection Problem,”

Review of Economic Studies, 60(3), pp. 531-542.

Morse, S. Ed. 1998, separated by Sex: A Critical Look at Single-Sex Education for Girls. The

American Association of University Women Educational Foundation: Washington, DC

Whitmore, D. 2005, “Resource and Peer Impacts on Girls’ Academic Achievement:

Evidence from a Randomized Experiment”, American Economic Review Papers and

Proceedings, 95(2), pp. 199-203.

Zimmerman, D J 2003, “Peer Effects in Academic Outcomes: Evidence from a Natural

Experiment,” Review of Economics and Statistics, 85(1), pp. 9-23.

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