Achievement Differences Between Students in Single-Sex Schools and Students in Coeducational Schools: A Hierarchical Linear Modeling Approach

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Author(s): John K. Rugutt (Illinois State University, USA)and Caroline C. Chemosit (Lincoln College, USA)
Copyright: 2020
Pages: 21
Source title: Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Patrick Wachira (Cleveland State University, USA)
DOI: 10.4018/978-1-7998-1479-5.ch017

Keywords: Education / Educational Technologies / Information Science Reference / K-12 Education

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Abstract

This study used hierarchical linear modeling (HLM) approach to investigate relationships between student achievement and single-sex school status with a sample of 57,041 students in 996 secondary schools in Kenya. An ANOVA was conducted to compare achievement levels of student enrolled in computer science courses and those who are not. The results showed that students enrolled in computer science courses achieved at a higher level whether in single-sex or coeducational schools. Students in single-sex schools achieved at a significantly higher level than those in co-education schools across all counties studied and across all subjects. The study concluded with a discussion of the importance of the study findings and call for the education stakeholders to be cognizant of the contribution the variables discussed in this study make to teaching and learning environment so that they are fully involved in providing the kinds of educational experiences that promote student learning.

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Achievement Differences Between Students in Single-Sex Schools and Students in Coeducational Schools: A Hierarchical Linear Modeling Approach

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