Author ORCID Identifier
Date Available
5-17-2021
Year of Publication
2020
Degree Name
Master of Science in Community & Leadership Development
Document Type
Master's Thesis
College
Agriculture, Food and Environment
Department/School/Program
Community and Leadership Development
First Advisor
Dr. Stacy K. Vincent
Abstract
The effectiveness of single-sex classrooms in the United States remains unclear. To address this issue, the purpose of this quasi-experiment was to examine single-sex classrooms in secondary agricultural education classrooms in Kentucky. Data were collected through quantitative pretests and posttests from student participants (n = 168) and teacher participants (n = 8). The findings indicated that student participants in single-sex classrooms had higher academic performance, better attendance, and an increased gain in interest in the agriculture, food, and natural resources career pathway. Students participants in coeducational classrooms had less discipline referrals. Teacher participants’ expectation were related to student performance. Recommendations are made for further research and changes in teacher preparation practice.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2020.193
Recommended Citation
Wasden, Brett Morris, "AN EXAMINATION OF SINGLE-SEX SECONDARY AGRICULTURAL EDUCATION CLASSROOMS: THE EFFECTS OF TEACHER EXPECTANCY" (2020). Theses and Dissertations--Community & Leadership Development. 52.
https://uknowledge.uky.edu/cld_etds/52
