Girls achievement in single sex classes: A comparative study of girls' performance in Lusaka primary schools 1997-1999
Date
2011-08-15
Authors
Zulu, Abby P.T
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Single-sex classes were one intervention under the Programme for the Advancement of Girls Education (PAGE) introduced by the MOE aimed at improving girls participation rates;increasing girls' academic performance; and increasing self esteem and confidence.The major aim of this study was to examine the extent to which single-sex classes had achieved in raising performance in girls at primary school level. The study also examined whether single sex classes had increased confidence and self esteem in girls; and also examined pupils actual performance levels in mathematics and science exercises. This was done in order to gain an understanding of PAGE and what was being achieved in single sex
intervention. The study was carried out in five (5) primary schools in Lusaka urban. The sample consisted of all government schools, three (PAGE) schools and two non-PAGE schools one of which was a girls only school. A total of 365 respondents provided the required information (300 pupils at grade 4 and grade 6 level, 40 teachers, 20 parents, and 5 head teachers). To achieve
its purpose the study used interviews, focus group discussions, questionnaire, observation and exercises in mathematics and science.The study established that the overall perception of all the participants is that single-sex classes had enhanced performance among the girls in PAGE primary schools. The study also established that performance in the exercises in Mathematics at grade 4 level was similar for both girls and boys. At grade 6 level, average percentages in the maths exercise in PAGE
schools showed that Edwin Mlongoti performed better with 90% of the girls in single sex classes obtaining average scores compared to the other PAGE comparable schools, Chamba Valley with 50% of the girls obtaining average scores and Bauleni 40% of the girls obtaining average scores. Overall results in maths between single sex classes and mixed classes at grade 6 level showed that within PAGE schools girls in the single-sex classes performed better, with 70% in single sex classes obtaining average and good scores compared to 53.3%
in mixed classes. From the participant's perspective single sex classes have been successful in terms of improving academic performance of girls, decreased incidences of pregnancies;increased class participation for girls in single sex class ss, interest by girls in completing
school; and good learning environment for girls.The study had the following recommendations based on the evidence from the results: single sex classes to continue; improvement of teacher/parent involvement in pupils' performance;
improvement of record keeping for monitoring; training of teachers in gender issues to continue; and further research to investigate single sex classes from another perspective.
Description
Keywords
Girls education and gender-Zambia