Semester
Fall
Date of Graduation
2003
Document Type
Thesis
Degree Type
MA
College
College of Education and Human Services
Department
Learning Sciences and Human Development
Committee Chair
Andrew Katayama
Committee Co-Chair
Neal Shambaugh
Committee Member
Patricia Haught
Committee Member
Anne Nardi
Abstract
There have been no previous studies in the self-efficacy or single-sex schools literature that have looked at the possible relationship between self-efficacy expectations and type of school. This study compared mathematics self-efficacy of sixth, seventh, and eighth grade girls in a single-sex and a co-educational school. Four measures, including a personal background questionnaire, were used to collect data. Results showed a correlation for type of school and importance of mathematics. Contrary to assumptions made by the researcher, girls in the co-educational school scored consistently higher on all measures used. The results of this research suggest that it will take more than single-sex schooling to improve girls' attitudes about math and their participation in technological careers.
Recommended Citation
Rodriguez, AnaGloria, "Comparing math self-efficacy in middle school girls" (2003). Graduate Theses, Dissertations, and Problem Reports. 834.
https://researchrepository.wvu.edu/etd/834