Skip to main content

Advertisement

SpringerLink
Log in

Affective Domain Progression in Single-Sex and Coeducational Schools

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

Students who study science in single-sex and coeducational schools have attracted lots of attention from the education community. However, changes to students’ attitudes toward science as they progress to higher grades in these schools are not clearly understood. The aim of this study was to compare the changes in attitudes toward science among lower secondary students (Grade 7 to Grade 9) in single-sex and coeducational schools in Brunei. A cross-sectional survey design was used to collect data from 1,034 students. Despite a significant nonlinear decline in attitudes toward science from Grade 7 to Grade 9, the attitudes remained positive. This decline in attitudes toward science was at a minimum for students in the coeducational school, and it followed the following order: single-sex boys > single-sex girls > coeducational students. The decline was independent of the initial perceived values of the students’ attitudes, and it followed different trends when the data of the same-sex students from single-sex and coeducational schools were compared. Male students from the SSB school had more chances for significant decline as they progressed from Year 7 to Year 9. Brunei and countries with similar intentions to expand single-sex and coeducation school systems can target communication between single-sex and coeducation schools so they may learn from each other to improve the effectiveness of science teaching and learning processes. We expect that academics and administrators can benefit from the results of this study to guide their secondary science education policies, curriculum reforms, and teaching practices.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Aiken, L. R. (1979). Update on attitudes and other affective variable in leaning mathematics. Review of Educational Research, 46, 293–311.

    Article  Google Scholar 

  • Akpınara, E., Yıldıza, E., Tatarb, N. & Ergina, O. (2009). Students’ attitudes toward science and technology: an investigation of gender, grade level, and academic achievement. Procedia Social and Behavioral Sciences, 1, 2804–2808.

    Article  Google Scholar 

  • Allum, N., Sturgis, P., Tabourazi, D. & Brunton-Smith, I. (2008). Science knowledge and attitudes across cultures: A meta-analysis. Public Understanding of Science, 17, 35–54.

    Article  Google Scholar 

  • Barmby, P., Kind, P. & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075–1093.

    Article  Google Scholar 

  • Bauer, M. W. (2008). Social influence by artefacts. Diogenes, 55, 68–83.

    Article  Google Scholar 

  • Bem, D. J. (1972). Self-perception theory. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 6, pp. 1–62). New York, NY: Academic Press.

    Google Scholar 

  • Cacioppo, J. T., Petty, R. E. & Crites, S. L., Jr. (1994). Attitude change. In V. S. Ramachandran (Ed.), Encyclopaedia of human behaviour (pp. 261–270). San Diego, CA: Academic Press.

    Google Scholar 

  • Cheung, D. (2009). Developing a scale to measure students’ attitudes toward chemistry lessons. International Journal of Science Education, 31, 2185–2203.

    Article  Google Scholar 

  • Cohen, J. (1969). Statistical power analysis for behavioural sciences. New York, NY: Academic Press.

    Google Scholar 

  • Curebal, F. (2004). Gifted students’ attitudes towards science and classroom environment based on gender and grade level (Unpublished Master's Thesis). Middle East Technical University, Institute of Natural and Applied Sciences, Ankara, Turkey.

  • Demers, S., & Bennett, C. (2007). Single-sex classrooms. What Works? Research into Practice, 4. Retrieved from www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Demers.pdf.

  • Dhindsa, H. S. & Chung, G. (2003). Attitudes and achievement of Bruneian science students. International Journal of Science Education, 25, 907–922.

    Article  Google Scholar 

  • Dhindsa, H.S. (2005). Cultural learning environment of upper secondary science students. International Journal of Science Education, 27(5), 575–592.

  • Dhindsa, H. S. & Fraser, B. J. (2011). Culturally-sensitive factors in the learning environment of science classrooms in Brunei Darussalam. Open Education Journal, 4, 24–33.

    Article  Google Scholar 

  • Dhindsa, H. S. & Khadijah-Mohd-Salleh, H. (2006). Attitudes of Bruneian secondary science students in non-government schools. In H. S. Dhindsa, I. J. Kyeleve, O. Chukwu & J. S. H. Q. Perera (Eds.), Shaping the future of science, mathematics and technical education (pp. 42–51). Gadong: Universiti Brunei Darussalam.

    Google Scholar 

  • Dhindsa, H. S., & Shahrizal-Emran (2007). Using constructivist-informed and technology-rich learning environment to minimize gender differences in students’ achievement. Paper presented at Fulbrighters in Science Conference, Panama City, Panama..

  • Diaconu, D. (2010). Learning More Science in Single-Sex Schools? Findings from Hong Kong, SAR and New Zealand from TIMSS 1995, 1999, and 2003. Paper presented at the 4th IEA international research conference held at University of Gothenburg, Sweden.

  • Dwyer, C. A. & Johnson, L. M. (1997). Grades, accomplishments, and correlates. In W. W. Willingham & N. S. Cole (Eds.), Gender and fair assessment (pp. 127–156). Mahwah: Erlbaum.

    Google Scholar 

  • Dzulkifli, M. A. & Alias, I. A. (2012). Students of low academic achievement—their personality, mental abilities and academic performance: How counsellor can help? International Journal of Humanities and Social Science, 2, 220–225.

    Google Scholar 

  • Evans, G. & Durant, J. (1995). The relationship between knowledge and attitudes in the public understanding of science in Britain. Public Understanding of Science, 4, 57–74.

    Article  Google Scholar 

  • Ewing-Cooper, A. R. & Parker, M. V. (2013). Student perceptions of preparedness for academic success: The impact of an advisor taught orientation course in family and consumer sciences. NACTA, 57, 2–5.

    Google Scholar 

  • Feingold, A. (1994). Gender differences in personality: A meta-analysis. Psychological Bulletin, 116, 429–456.

    Article  Google Scholar 

  • Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, PA: Addison-Wesley.

    Google Scholar 

  • Gable, R. K. (1986). Instrument development in affective domain. Boston, MA: Kluwer-Nijhoff.

    Book  Google Scholar 

  • George, R. (2000). Measuring change in students attitudes to science over time: An application of latent variable growth modelling. Journal of Science Education and Technology, 9, 213–225.

    Article  Google Scholar 

  • George, R. (2006). A cross-domain analysis of change in students’ attitudes towards science and attitudes about the utility of science. International Journal of Science Education, 28, 571–589.

    Article  Google Scholar 

  • Hadden, R. A. & Johnstone, A. H. (1983). Secondary school pupils’ attitudes to science: The year of erosion. European Journal of Science Education, 5, 309–318.

    Article  Google Scholar 

  • Haste, H. (2004). Science in my future: A study of the values and beliefs in relation to science and technology amongst 11–21 year olds. London, England: Nestle Social Research Programme.

    Google Scholar 

  • Heider, F. (1958). The psychology of interpersonal relations. New York, NY: Wiley.

    Book  Google Scholar 

  • Heppner, F. H., Heppner, M. C. & Leong, Y. P. (1997). Teachers’ estimates of and measurements of students’ reading ability, and readability of text materials in English as a second language secondary biology course. Journal of Applied Research in Education, 1, 31–39.

    Google Scholar 

  • Hovland, C. I. & Sherif, M. (1980). Social judgment: Assimilation and contrast effects in communication and attitude change. Westport, CT: Greenwood.

    Google Scholar 

  • Jegede, O. J. & Fraser, B. (1989). Influence of socio-cultural factors in secondary school students’ attitudes towards science. Research in Science Education, 19, 155–161.

    Article  Google Scholar 

  • Jelas, Z. M. & Dahan, H.M. (2010) Gender and educational performance: The Malaysian Perspective. Procedia-Social and Behavioral Science, 7, 720–727.

  • Kaplan, D. (2009). Latent growth curve modelling. In Structural modelling: Foundation and extension (2nd ed., pp. 155–181). London, UK: Sage.

  • Lim, P. S. & Abdullah, L. Y. M. N. (2012). Relationship between Big-Five personality domains and students’ academic achievement. Pertanika Journal of Social Sciences & Humanities, 20, 973–988.

    Google Scholar 

  • National Foundation of Education Research. (2011). Exploring young people’s views on science education. London, England: Wellcome Trust.

    Google Scholar 

  • Orbay, M., Gokdere, M., Tereci, H. & Aydin, M. (2010). Attitudes of gifted students towards science depending on some variables: A Turkish sample. Scientific Research and Essays, 5, 693–699.

    Google Scholar 

  • Osborne, J., Simon, S. & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049–1079.

    Article  Google Scholar 

  • Osman, K. & Halim, L. (2004). Anchoring science education towards scientifically literate Malaysian society: An experience of children affective site. In S. Begum (Ed.), epiSTEME-1 (pp. 36–38). Goa: Citeseer.

    Google Scholar 

  • Patterson, M. M. & Pahlke, E. (2011). Student characteristics associate with girls’ success in single-sex schools. Sex Roles, 65, 737–750.

    Article  Google Scholar 

  • Pell, T. & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal in Science Education, 23, 847–862.

    Article  Google Scholar 

  • Reiss, M. (2004). Students’ attitudes towards science: A long term perspective. Canadian Journal of Science, Mathematics, and Technology Education, 4, 97–109.

    Article  Google Scholar 

  • Russell, S. (2007). Benefits and disadvantages of single-sex education. Retrieved on May 18, 2015, from www.slideshare.net/coralys-santiago117/benefits-and-disadvantages-of-single-gender-education

  • Salomone, R. C. (2006). Single-sex programs: resolving the research conundrum. Teachers College Record, 108, 778–802.

    Article  Google Scholar 

  • Scantlebury, K. & Baker, D. (2007). Gender issues in science education research: Remembering where the difference lies. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 257–286). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Sorge, C. (2007). What happens? Relationship of age and gender with science attitudes from elementary to middle school. Science Educator, 16, 33–37.

    Google Scholar 

  • Yasushi, O. (2009). Comparison of attitudes towards science between grades 9 and 10 Japanese students using PISA questions and its implications on science teaching in Japan. Paper presented at the PISA research conference in Kiel, Germany.

  • Younger, M. & Warrington, M. (2002). Single-sex teaching in co-educational comprehensive schools in England: An evaluation based upon students’ performance and classroom interactions. British Educational Research Journal, 28, 353–375.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. MESH, Office of the Pro Vice Chancellor (Education), Western Sydney University, Penrith, NSW, Australia

    Harkirat S. Dhindsa

  2. Rimba II Model School, Ministry of Education, Bandar Seri Begawan, Brunei, Darussalam

    Siti-Zahrani Binti Haji Md Salleh

Authors
  1. Harkirat S. Dhindsa
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Siti-Zahrani Binti Haji Md Salleh
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Harkirat S. Dhindsa.

Electronic Supplementary Material

Below is the link to the electronic supplementary material.

ESM 1

(DOC 299 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Dhindsa, H.S., Salleh, SZ.B.H.M. Affective Domain Progression in Single-Sex and Coeducational Schools. Int J of Sci and Math Educ 16, 891–908 (2018). https://doi.org/10.1007/s10763-015-9692-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-015-9692-8

Keywords

Search

Navigation