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Same Sex Classes Action Research Plan
Goal: The goal of this action research project is
to determine if same sex classes improve the academic success of high school
math students.
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Examining
the work: Setting the foundation
Students often find themselves easily
distracted in math class. In a subject
that is plagued with disgust, teachers struggle to help students comprehend and
understand complex and abstract math concepts. One of the biggest distractors in a
classroom is the opposite sex. By
splitting classes by gender, teachers can explore instructional strategies
that are successful for males and females.
Although students may be alarmed at first, they will enjoy having the
opposite sex removed because they no longer will feel the peer pressure of
appealing to the opposite sex.
Analyzing
data
I will analyze Math models unit tests and
TAKS scores from 2012 -13 school year.
My math models classes are currently split by gender. I will compare the 2012 – 13 data of same
sex classes to the 2011 – 12 data of heterogeneous classes. I will look at passing standards and
passing rates. I will also analyze if
males or females perform better on specific unit tests, benchmarks, and the
TAKS test.
Developing
deeper understanding
I will survey my current math models
students about what they believe to be the pros and cons of same sex
classes. I will also have them
describe the pros and cons of their heterogeneous classes. They will reflect on previous math classes
and describe which setting was more conducive to academic achievement, same
sex math class or heterogeneous math class.
Along with looking at surveys, I will research classroom management strategies
for male classes. Males are
traditionally rowdier than females and may need additional techniques to
ensure academic success.
Engaging
in Self-Reflection
After analyzing the Math Models unit tests
and TAKS scores for 2011 – 12 and 2012 – 13 school years, I will talk with
other math teachers and my site supervisor about my findings. I will reflect over what I have learned and
the successfulness of my same sex classes.
My reflection may prompt more questions: Do males or females benefit
more academically from same sex classes?
Would same sex classes be beneficial in science, social studies and
English? Would same sex classes be beneficial
in raising STARR scores? Would same
sex classes be more beneficial in freshman and sophomore classes vs. junior
and senior classes?
Exploring
Programmatic Patterns
After I analyze my test data, consult with
other teachers and principals, and reflect over my findings, I will need to
further investigate some of the problems associated with splitting males and
females. The first issue to address
would be classroom management in male classes. Professional development would need to be offered
for gender split classes especially the classroom management component. Next, I will discuss the pros and cons of
same sex classes with math teachers and principals. I would also like to explore the pros and
cons of expanding same sex classes to other grade levels and other core
subjects. Lastly, we would also have
to consider which type or students would benefit the most and the least from
same sex classes.
Determining
direction
After examining problem areas, I would work
with my site supervisor to determine if same sex classes could be implemented
in other math classes along with science classes. Although I believe all core classes would
benefit from same sex classes, we would target science next because it is the
most similar subject to math and the next hardest subject for the average
student. We would work with a select
group of teachers who would be interested and capable of handling same sex
classes.
Taking
action for school improvement
Once my site supervisor and I have found
the math and science teachers that are willing to teach same sex classes, we
would all work with the principal on determining what math and science
classes would be separated by gender.
Our main focus will be improving test scores for struggling math and
science students. We will compare
heterogeneous unit tests to same sex unit test data and analyze success rates
and trend data. We will also explore
teaching strategies that ensure success for males and strategies that ensure
success for females. We will implement
these strategies and techniques into our classrooms and monitor the progress
and achievement of the students.
Sustaining
improvement
Upon the conclusion of the 2013 – 2014 school
year, the same sex teaching core and principals will evaluate the success and
struggles for the year. We will survey
the students about the pros and cons of the same sex math and science
class. We will solicit their
suggestions on what they feel needs to be improved and what they enjoyed
about the classes. The gender split
class committee will brainstorm changes for the next year and determine if
the same math and science subjects will be split by gender. The committee will also analyze the student
surveys and make appropriate changes as needed. We will decide if more gender split classes
need to be added for the following school year. We will also analyze the success rates of
the teaching strategies and learning techniques that were implemented. We will determine if the strategies will be
continued the next year or if they need to be altered.
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