Single-gender classrooms: Improving achievement of grade 9 males.

This qualitative research project examined the experience of participants in single gender Math and English classes within a coeducational middle school in British Columbia, Canada. Through interviews, 30 boys and 2 teachers described a typical day in single-gender and mixed-gender classes. Responses provided insight into the attitude, behavior and achievement of Grade 9 male students. Teaching strategies tailored to best meet the needs of male students were investigated. Students and teachers documented gains in achievement. The greatest improvement in achievement occurred with below average students; students with A-averages disliked the class. Conversation, comfort, support, participation, joking around, and physical interactions increase, yet bullying behaviors decrease. The boys\u2019 culture does not change; it is merely strengthened. Finally, classroom management with boundaries and lessons that reflect the boys\u2019 need for physical and verbal interactions leads to a classroom that serves the academic and social needs of the boys.