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

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

John K. Rugutt, Caroline C. Chemosit
Copyright: © 2020 |Pages: 21
ISBN13: 9781799814795|ISBN10: 1799814793|EISBN13: 9781799814801
DOI: 10.4018/978-1-7998-1479-5.ch017
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MLA

Rugutt, John K., and Caroline C. Chemosit. "Achievement Differences Between Students in Single-Sex Schools and Students in Coeducational Schools: A Hierarchical Linear Modeling Approach." Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education, edited by Jared Keengwe and Patrick Wachira, IGI Global, 2020, pp. 317-337. https://doi.org/10.4018/978-1-7998-1479-5.ch017

APA

Rugutt, J. K. & Chemosit, C. C. (2020). Achievement Differences Between Students in Single-Sex Schools and Students in Coeducational Schools: A Hierarchical Linear Modeling Approach. In J. Keengwe & P. Wachira (Eds.), Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education (pp. 317-337). IGI Global. https://doi.org/10.4018/978-1-7998-1479-5.ch017

Chicago

Rugutt, John K., and Caroline C. Chemosit. "Achievement Differences Between Students in Single-Sex Schools and Students in Coeducational Schools: A Hierarchical Linear Modeling Approach." In Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education, edited by Jared Keengwe and Patrick Wachira, 317-337. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1479-5.ch017

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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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