The comparison of single-sex classrooms on the achievement of reading and math for grade five students

The purpose of this study was to compare 5th grade single-sex classrooms to co-ed classrooms on the achievement of reading and math of 5th grade students and their perceptions. There were 8 classrooms and 176 students used for this study. The students were from 2 different public schools. 4 classrooms were from the co-ed suburban public school, and the other 4 classrooms were from the suburban public school that had 5th grade single-sex classrooms.;This study utilized 5th grade students' individual scale scores performance levels in reading and math from the Criterion Referenced Competency Test (CRCT). Students were given the Classroom Cultural Elements Questionnaire (CCEQ) (Cavanagh, 2001) to fill out. This questionnaire collected data regarding students' perceptions which included values, peer support, teachers' expectation, and parental involvement.;For research hypothesis 1: students in single-sex 5th grade classrooms perceptions were compared to students who were in 5 th grade co-ed classrooms. ANCOVA analysis was performed for research hypothesis 1. Research hypothesis 2 examined the reading and math CRCT scores between single-sex and co-ed 5th graders. ANCOVA analysis was performed for research hypothesis 2. Research hypothesis 3 examined if there was a relationship between students' classroom type, their perceptions, and whether it impacted their achievement in reading and math. Simple regression and hierarchical regression were performed for research hypothesis 3.;The findings for the ANCOVA analysis revealed students who attended single-sex 5th grade classrooms had higher perception than 5th grade students in co-ed classrooms. 4 of the 7 perception scales are significant. Additionally, ANCOVA analysis provided support that students who attend single-sex 5th grade classrooms reading and math scores are significantly higher than students who attends 5th grade co-ed classrooms. In addition, the hierarchical regression analysis did not find students perceptions based on the type of classroom students attended (single-sex or co-ed) to have an impact on math achievement. However, after performing hierarchical regression analysis for reading, there is a significant relationship between students reading achievement and classroom type. Additionally, hierarchical regression analysis indicates: students perception based on classroom type does not impact there reading achievement.;It can be concluded that students scored significantly higher in reading and math when attend single-sex classes. Therefore, the classroom type has an impact on students' high achievement and not their perceptions based on the classroom type.