Teachers’ and the Administrator’s Experiences of the Implementation of the Innovation of Single-Sex Classrooms in a Co-educational Private Primary School

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dc.DegreeTypeMaster's in Educationen_US
dc.DepartmentEducationen_US
dc.FacultyFaculty of Humanities and Educationen_US
dc.InstitutionUniversity of the West Indies (Saint Augustine, Trinidad and Tobago)en_US
dc.contributor.authorTeemul, Shoba
dc.date.accessioned2019-07-17T16:10:07Z
dc.date.available2019-07-17T16:10:07Z
dc.date.issued2017
dc.description.abstractThis study investigated two teachers’ and one administrator’s experiences of the implementation single-sex classrooms in a co-educational private primary school in Trinidad and Tobago, which sought to address boys’ under-achievement. Data were collected through interviews and document analysis. The results showed that: 1) there was a positive attitude towards the innovation, 2) both groups (boys and girls) exhibited increased confidence and greater cohesion as a result of having their own learning space, and 3) the boys had a significant number of disciplinary issues in comparison to the girls. It was also found that, paradoxically, the achievement gap between the sexes remained unchanged. Additionally, there was an adjustment in the teaching styles of both teachers in the single-sex class, but they expressed a need for training for successful implementation.en_US
dc.identifier.urihttps://hdl.handle.net/2139/47333
dc.subject.otherPrimary school teachersen_US
dc.subject.otherTeacher attitudesen_US
dc.subject.otherAdministrator attitudesen_US
dc.subject.otherCoeducational schoolsen_US
dc.subject.otherPrivate schoolsen_US
dc.subject.otherEducational innovationsen_US
dc.subject.otherMale underachievementen_US
dc.subject.otherTrinidad and Tobagoen_US
dc.titleTeachers’ and the Administrator’s Experiences of the Implementation of the Innovation of Single-Sex Classrooms in a Co-educational Private Primary Schoolen_US
dc.typeThesisen_US

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