Single-sex schooling: solution or pseudoscience? Exploring the effects of school type on math self-efficacy in children.
Single-Sex Schooling has long been touted as a solution to improving academic and life outcomes for girls in many areas of life – especially confidence in math abilities, math performance in school, and potential vocational interests. Some even propose that it may be a potential area of exploration...
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| Format: | Final Year Project (FYP) |
| Language: | English |
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Nanyang Technological University
2022
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| Online Access: | https://hdl.handle.net/10356/159194 |
| _version_ | 1826116439859265536 |
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| author | Choo, Bryant Jun Kai |
| author2 | Setoh Pei Pei |
| author_facet | Setoh Pei Pei Choo, Bryant Jun Kai |
| author_sort | Choo, Bryant Jun Kai |
| collection | NTU |
| description | Single-Sex Schooling has long been touted as a solution to improving academic and life outcomes for girls in many areas of life – especially confidence in math abilities, math performance in school, and potential vocational interests. Some even propose that it may be a potential area of exploration for addressing the underrepresentation of women in STEM (Science, Technology, Engineering, and Mathematics). For a seemingly innocuous construct, the extant literature has been divided into two camps – one which supports single-sex schooling in its positive impacts on girls (particularly relating to pursuing careers in STEM fields and increasing math participation) (such as Pennington & Heim, 2016), and another camp that disagrees with its efficacy. Those who do not support single-sex schooling have even described single-sex schooling as a ‘pseudoscience’ (Halpern et al., 2011) and a ‘problem disguised as a solution’ (Fabes et al., 2015). Thus, this study aims clarify the relationship between school type and math self-efficacy – a construct that is highly discussed and compared across multiple studies (Nguyen & Ryan, 2008; Robinson et al., 2021). I also hope to address the varied findings by addressing the issue of contextual differences in the present literature. I will attempt to do so by examining single-sex schooling in a country that allows for an unbiased examination of it because of its educational landscape. I will do so by discussing the existing literature in 3 parts: (1) A brief introduction to the research on single-sex schooling and math self-efficacy; (2) a review of the perceived impacts of single-sex schooling (including perceived contradictions), and (3) an explanation as to why Singapore presents itself as an ideal location to examine it. Thereafter, I will describe and elucidate the present design and findings of the study. |
| first_indexed | 2024-10-01T04:11:46Z |
| format | Final Year Project (FYP) |
| id | ntu-10356/159194 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T04:11:46Z |
| publishDate | 2022 |
| publisher | Nanyang Technological University |
| record_format | dspace |
| spelling | ntu-10356/1591942023-03-05T15:43:25Z Single-sex schooling: solution or pseudoscience? Exploring the effects of school type on math self-efficacy in children. Choo, Bryant Jun Kai Setoh Pei Pei School of Social Sciences psetoh@ntu.edu.sg Social sciences::Psychology Single-Sex Schooling has long been touted as a solution to improving academic and life outcomes for girls in many areas of life – especially confidence in math abilities, math performance in school, and potential vocational interests. Some even propose that it may be a potential area of exploration for addressing the underrepresentation of women in STEM (Science, Technology, Engineering, and Mathematics). For a seemingly innocuous construct, the extant literature has been divided into two camps – one which supports single-sex schooling in its positive impacts on girls (particularly relating to pursuing careers in STEM fields and increasing math participation) (such as Pennington & Heim, 2016), and another camp that disagrees with its efficacy. Those who do not support single-sex schooling have even described single-sex schooling as a ‘pseudoscience’ (Halpern et al., 2011) and a ‘problem disguised as a solution’ (Fabes et al., 2015). Thus, this study aims clarify the relationship between school type and math self-efficacy – a construct that is highly discussed and compared across multiple studies (Nguyen & Ryan, 2008; Robinson et al., 2021). I also hope to address the varied findings by addressing the issue of contextual differences in the present literature. I will attempt to do so by examining single-sex schooling in a country that allows for an unbiased examination of it because of its educational landscape. I will do so by discussing the existing literature in 3 parts: (1) A brief introduction to the research on single-sex schooling and math self-efficacy; (2) a review of the perceived impacts of single-sex schooling (including perceived contradictions), and (3) an explanation as to why Singapore presents itself as an ideal location to examine it. Thereafter, I will describe and elucidate the present design and findings of the study. Bachelor of Social Sciences in Psychology 2022-06-10T04:31:56Z 2022-06-10T04:31:56Z 2022 Final Year Project (FYP) Choo, B. J. K. (2022). Single-sex schooling: solution or pseudoscience? Exploring the effects of school type on math self-efficacy in children.. Final Year Project (FYP), Nanyang Technological University, Singapore. https://hdl.handle.net/10356/159194 https://hdl.handle.net/10356/159194 en IRB-2019-10-045 application/pdf Nanyang Technological University |
| spellingShingle | Social sciences::Psychology Choo, Bryant Jun Kai Single-sex schooling: solution or pseudoscience? Exploring the effects of school type on math self-efficacy in children. |
| title | Single-sex schooling: solution or pseudoscience? Exploring the effects of school type on math self-efficacy in children. |
| title_full | Single-sex schooling: solution or pseudoscience? Exploring the effects of school type on math self-efficacy in children. |
| title_fullStr | Single-sex schooling: solution or pseudoscience? Exploring the effects of school type on math self-efficacy in children. |
| title_full_unstemmed | Single-sex schooling: solution or pseudoscience? Exploring the effects of school type on math self-efficacy in children. |
| title_short | Single-sex schooling: solution or pseudoscience? Exploring the effects of school type on math self-efficacy in children. |
| title_sort | single sex schooling solution or pseudoscience exploring the effects of school type on math self efficacy in children |
| topic | Social sciences::Psychology |
| url | https://hdl.handle.net/10356/159194 |
| work_keys_str_mv | AT choobryantjunkai singlesexschoolingsolutionorpseudoscienceexploringtheeffectsofschooltypeonmathselfefficacyinchildren |