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THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS

Year 2013, Volume: 2 Issue: 1, 44 - 72, 01.01.2013

Sam Harden Dawn Lambet

Abstract

The purpose of this study was to determine the effects of single-gender grouping on Broadcast Video Production (BVP) students. Students in two first year broadcasting classes created a 45-sec Public Service Announcement (PSA) on bullying. One class consisted of the treatment of single-gender groups (N=24) while the other consisted of mixed-gender groups (N=21). Data was collected over 6-weeks and compared. Behavioral Checklists were used to determine which groups or gender remained focused on the project, and a Group Perception Questionnaire was given at the end of the study to establish student attitudes about group formation. Using a video rubric a statistically significant difference was found between the mean score of boys (M=77.3) and girls (M=75.8), but the comparison class of mixed-gender groups (M=78.1) scored higher than students in the treatment class of single-gender groups (M=76.4).

Keywords

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References

  • Andrade, H.G. (2000, February). Using rubrics to promote thinking and learning.
  • Educational Leadership, 57(5), 13-18. Bracey, G. (2006). Separate but superior? A review of issues and data bearing on single-sex education. Retrieved from The Great Lakes Center for Education Research and Practice website: http://greatlakescenter.org/docs/Policy_Briefs/Bracey_Gender.pdf
  • Burke, L. A. & Murphy, E. (2006). Female students' experiences of computer technology in singe-versus mixed-gender school settings. E-Journal of Instructional Science and Technology, 9(1), 1-11. Retrieved from www.ascilite.org.au/ajet/e jist/docs/vol9_no1/ papers/full_papers/burke_murphy.htm
  • Costa, P.T., Terracciano, A., & McCrae, R.R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322-331. doi:10.1037//0022-3514.81.2.322
  • DePape, D. (2006). Do gender specific classrooms increase the success of students? Retrieved from http://www.mcdowellfoundation.ca/main_mcdowell/projects/research_rep/109_ gender_specific_classrooms.pdf
  • Dewees, A. (2007). How does placing middle school students into same sex-groups for labs and activities affect their performance in science? (Master’s thesis). University of
  • Pennsylvania, Philadelphia, PA. Donaldson, M. (2010). Understanding the gender differences in attitudes toward technology (Master’s thesis). The University of Tennessee at Chattanooga, Chattanooga, TN.
  • Ferrara, M.M. (2010). A chat with a passenger about single-gender learning. Retrieved from the Montgomery Center for Research in Child & Adolescent Development website: http://www.mcrcad.org/2010-Ferrara-chat.pdf
  • Friend, J. (2006). Research on same-gender grouping in eighth grade science classrooms. Research in Middle Level Education Online, 30(4), 1-15.
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York:
  • Teachers College Press. Goudreau, J. (2010, May 20). The new segregation battle: Boys vs. girls. Forbes.com.
  • Retrieved from http://www.forbes.com/2010/05/20/public-schools-education-single sex-classrooms-forbes-woman-leadership-test-scores.html
  • Governor’s Office of Student Achievement. (2010). 2009-2010 Report Card. Retrieved from http://gaosa.org/Report.aspx
  • Heemskerk, I., Dam, G., Volman, M., & Admiraal, W. (2009). Gender inclusiveness in educational technology and learning experiences of girls and boys. Journal of Research on Technology in Education, 41(3), 253-276.
  • Herrelko, J. M., Jefferies, K., & Robertson, A. (2009). The impact of single gender elementary school on mathematics classes in an urban school. scholarlypartnershipsedu, 4(1), 5-19.
  • Hesse-Biber, S., & Carger, G. L. (2000). Working women in America: Split dreams. New
  • York: Oxford University Press. Hoffman, B. H., Badgett, B. A., & Parker, R.P. (2008). The effect of single-sex
  • Instruction in a large, urban, at-risk high school. The Journal of Educational Research, 102(1), 15, 36. Hubbard, L., & Datnow, A. (2005, June). Do single-sex schools improve the education of low-income and minority students? An investigation of California’s public single-gender academies. Anthropology and Education Quarterly, (2), 115-131.
  • Hughes, T.A. (2006). The advantages of single-sex education. Retrieved from ERIC database. (ED492000)
  • Jackson, J. L. (2009). High school students’ attitudes towards single-sex choir versus mixed choir. (Master thesis). Retrieved from http://etd.lsu.edu/docs/available/etd 07072009-204750/unrestricted/jackson.thesis.pdf
  • Klein, S. (2005, October). Title IX and Single Sex Education. PowerPoint presented at the AERA/SIG: RWE Conference, Dayton, OH.
  • Kommer, D. (2006). Consideration for gender-friendly classrooms. Middle School Journal, 38(2), 43-49.
  • Leighton, C.E. (2010). Single-sex classrooms in coeducational schools: Are they living up (Master’s thesis). The University of Tennessee at Chattanooga, Chattanooga, TN.
  • Matthew-Cadore, T. A. (2010). Does gender matter in teaching? (Master’s thesis).
  • Brooklyn College, Brooklyn, N.Y. McFarland, M., Benson, A., & McFarland, B. (2011). Comparing achievement scores of students in gender specific classrooms with students in traditional classrooms.
  • International Journal of Psychology: A Biopsychosocial Approach, 8, 99-114. Retrieved From http://www.psyjournal.vdu.lt/wp/wp-content/uploads/2011/08/IJP_8_2011_6.pdf
  • National Association for Single Sex Public Education. (2011). The legal status of single sex public education. Retrieved August 23, 2011, from http://www.singlesexschools.org/ policy-legalstatus.htm
  • Sax, L. (2005, May). The promise of peril of single-sex public education. Education
  • Week, 24(25), 34-35. Retrieved from http://www.singlesexschools.org/edweek.html Schlechty, P. (2005). Creating great schools. San Francisco, CA: Jossey-Bass.
  • Smyth, E. (2010). Single-sex education: What does research tell us?. Revue Francaise de Pedagogie, 171, 47-55. Retrieved from http://www.esri.ie/publications/latest
  • Publications/view/index.xml?id=3098
  • Spielhagen, F.R. (2011). “It all depends…”: Middle school teachers evaluate single
  • Sex classes. RMLE Online: Research in Middle Level Education, 34(7), 1-12. Sullivan, A., Joshi, H., & Leonard, D. (2010). Single-sex schooling and academic attainment at school and through the lifecourse. American Education Research Journal, 49(1), 6-36. doi:10.3102/0002831209350106
  • Thiers, N. (2006). Do single-sex classes raise academic achievement? Educational Leadership, 63(7), 70.
  • U.S. Department Education. (2004). Nondiscrimination on the basis of sex in education programs or activities receiving federal financial assistance (Department of Education Identification No. RIN: 1870-AA11). Retrieved from http://www2.ed.gov/policy/rights/ reg/ocr/t9-noi-ss.html
  • Vail, K. (2002). Same-sex schools may still get a chance. Education Digest, 68(4), 32.
  • Weil, E. (2008, March 2). Teaching boys and girls separately. New York Times.
  • Retrieved from http://www.nytimes.com/2008/03/02/magazine/02sex3 t.html?pagewanted=all

Year 2013, Volume: 2 Issue: 1, 44 - 72, 01.01.2013

Sam Harden Dawn Lambet

Abstract

References

  • Andrade, H.G. (2000, February). Using rubrics to promote thinking and learning.
  • Educational Leadership, 57(5), 13-18. Bracey, G. (2006). Separate but superior? A review of issues and data bearing on single-sex education. Retrieved from The Great Lakes Center for Education Research and Practice website: http://greatlakescenter.org/docs/Policy_Briefs/Bracey_Gender.pdf
  • Burke, L. A. & Murphy, E. (2006). Female students' experiences of computer technology in singe-versus mixed-gender school settings. E-Journal of Instructional Science and Technology, 9(1), 1-11. Retrieved from www.ascilite.org.au/ajet/e jist/docs/vol9_no1/ papers/full_papers/burke_murphy.htm
  • Costa, P.T., Terracciano, A., & McCrae, R.R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322-331. doi:10.1037//0022-3514.81.2.322
  • DePape, D. (2006). Do gender specific classrooms increase the success of students? Retrieved from http://www.mcdowellfoundation.ca/main_mcdowell/projects/research_rep/109_ gender_specific_classrooms.pdf
  • Dewees, A. (2007). How does placing middle school students into same sex-groups for labs and activities affect their performance in science? (Master’s thesis). University of
  • Pennsylvania, Philadelphia, PA. Donaldson, M. (2010). Understanding the gender differences in attitudes toward technology (Master’s thesis). The University of Tennessee at Chattanooga, Chattanooga, TN.
  • Ferrara, M.M. (2010). A chat with a passenger about single-gender learning. Retrieved from the Montgomery Center for Research in Child & Adolescent Development website: http://www.mcrcad.org/2010-Ferrara-chat.pdf
  • Friend, J. (2006). Research on same-gender grouping in eighth grade science classrooms. Research in Middle Level Education Online, 30(4), 1-15.
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York:
  • Teachers College Press. Goudreau, J. (2010, May 20). The new segregation battle: Boys vs. girls. Forbes.com.
  • Retrieved from http://www.forbes.com/2010/05/20/public-schools-education-single sex-classrooms-forbes-woman-leadership-test-scores.html
  • Governor’s Office of Student Achievement. (2010). 2009-2010 Report Card. Retrieved from http://gaosa.org/Report.aspx
  • Heemskerk, I., Dam, G., Volman, M., & Admiraal, W. (2009). Gender inclusiveness in educational technology and learning experiences of girls and boys. Journal of Research on Technology in Education, 41(3), 253-276.
  • Herrelko, J. M., Jefferies, K., & Robertson, A. (2009). The impact of single gender elementary school on mathematics classes in an urban school. scholarlypartnershipsedu, 4(1), 5-19.
  • Hesse-Biber, S., & Carger, G. L. (2000). Working women in America: Split dreams. New
  • York: Oxford University Press. Hoffman, B. H., Badgett, B. A., & Parker, R.P. (2008). The effect of single-sex
  • Instruction in a large, urban, at-risk high school. The Journal of Educational Research, 102(1), 15, 36. Hubbard, L., & Datnow, A. (2005, June). Do single-sex schools improve the education of low-income and minority students? An investigation of California’s public single-gender academies. Anthropology and Education Quarterly, (2), 115-131.
  • Hughes, T.A. (2006). The advantages of single-sex education. Retrieved from ERIC database. (ED492000)
  • Jackson, J. L. (2009). High school students’ attitudes towards single-sex choir versus mixed choir. (Master thesis). Retrieved from http://etd.lsu.edu/docs/available/etd 07072009-204750/unrestricted/jackson.thesis.pdf
  • Klein, S. (2005, October). Title IX and Single Sex Education. PowerPoint presented at the AERA/SIG: RWE Conference, Dayton, OH.
  • Kommer, D. (2006). Consideration for gender-friendly classrooms. Middle School Journal, 38(2), 43-49.
  • Leighton, C.E. (2010). Single-sex classrooms in coeducational schools: Are they living up (Master’s thesis). The University of Tennessee at Chattanooga, Chattanooga, TN.
  • Matthew-Cadore, T. A. (2010). Does gender matter in teaching? (Master’s thesis).
  • Brooklyn College, Brooklyn, N.Y. McFarland, M., Benson, A., & McFarland, B. (2011). Comparing achievement scores of students in gender specific classrooms with students in traditional classrooms.
  • International Journal of Psychology: A Biopsychosocial Approach, 8, 99-114. Retrieved From http://www.psyjournal.vdu.lt/wp/wp-content/uploads/2011/08/IJP_8_2011_6.pdf
  • National Association for Single Sex Public Education. (2011). The legal status of single sex public education. Retrieved August 23, 2011, from http://www.singlesexschools.org/ policy-legalstatus.htm
  • Sax, L. (2005, May). The promise of peril of single-sex public education. Education
  • Week, 24(25), 34-35. Retrieved from http://www.singlesexschools.org/edweek.html Schlechty, P. (2005). Creating great schools. San Francisco, CA: Jossey-Bass.
  • Smyth, E. (2010). Single-sex education: What does research tell us?. Revue Francaise de Pedagogie, 171, 47-55. Retrieved from http://www.esri.ie/publications/latest
  • Publications/view/index.xml?id=3098
  • Spielhagen, F.R. (2011). “It all depends…”: Middle school teachers evaluate single
  • Sex classes. RMLE Online: Research in Middle Level Education, 34(7), 1-12. Sullivan, A., Joshi, H., & Leonard, D. (2010). Single-sex schooling and academic attainment at school and through the lifecourse. American Education Research Journal, 49(1), 6-36. doi:10.3102/0002831209350106
  • Thiers, N. (2006). Do single-sex classes raise academic achievement? Educational Leadership, 63(7), 70.
  • U.S. Department Education. (2004). Nondiscrimination on the basis of sex in education programs or activities receiving federal financial assistance (Department of Education Identification No. RIN: 1870-AA11). Retrieved from http://www2.ed.gov/policy/rights/ reg/ocr/t9-noi-ss.html
  • Vail, K. (2002). Same-sex schools may still get a chance. Education Digest, 68(4), 32.
  • Weil, E. (2008, March 2). Teaching boys and girls separately. New York Times.
  • Retrieved from http://www.nytimes.com/2008/03/02/magazine/02sex3 t.html?pagewanted=all
There are 38 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Sam Harden This is me

Dawn Lambet

Publication Date January 1, 2013
Published in Issue Year 2013 Volume: 2 Issue: 1

Cite

APA Harden, S., & Lambet, D. (2013). THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education, 2(1), 44-72.
AMA Harden S, Lambet D. THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education. January 2013;2(1):44-72.
Chicago Harden, Sam, and Dawn Lambet. “THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS”. International Women Online Journal Of Distance Education 2, no. 1 (January 2013): 44-72.
EndNote Harden S, Lambet D (January 1, 2013) THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education 2 1 44–72.
IEEE S. Harden and D. Lambet, “THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS”, International Women Online Journal Of Distance Education, vol. 2, no. 1, pp. 44–72, 2013.
ISNAD Harden, Sam - Lambet, Dawn. “THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS”. International Women Online Journal Of Distance Education 2/1 (January 2013), 44-72.
JAMA Harden S, Lambet D. THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education. 2013;2:44–72.
MLA Harden, Sam and Dawn Lambet. “THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS”. International Women Online Journal Of Distance Education, vol. 2, no. 1, 2013, pp. 44-72.
Vancouver Harden S, Lambet D. THE EFFECTS OF SINGLE-GENDER GROUPS ON BROADCAST VIDEO PRODUCTION STUDENTS. International Women Online Journal Of Distance Education. 2013;2(1):44-72.