Principals’ and teachers’ perceptions of students’ learning in math classes in single-sex versus co-educational public schools in Beirut-Lebanon

Abstract EN

The purpose of this mixed study was to explore school principals and teachers’ perceptions about (a) students’ performance in mathematics in single-sex versus coeducational schools in Lebanon, (b) instructional methods used according to student gender, and (c) the effect of teachers’ gender on students’ behavior.

Quantitative and qualitative data were collected to validate the results found.

The sample consisted of nine public school principals and seventeen teachers.

Three instruments were used for data triangulation: an interview with principals, a survey completed by teachers, and a classroom observation grid; the survey was piloted prior utilizing it and its analysis passed through an expert panel to secure its validity and reliability.

Results showed that students performance was not affected by the gender of the classes or schools as per the principals and teachers feedback; however, other factors such as classroom size, parental involvement, boys versus girls’ concentration in class, parents’ carelessness, and girls’ socio and cultural economic background were of concern to the participants in the study .

We also found that principals and teachers did not write different lesson plans based on gender in class; moreover, based on the principals’ interviews and classroom observations, female teachers were more tolerant than male teachers towards disruptive behavior.

Recommendations for further studies were suggested as to investigate students’ perceptions towards mathematics in both types of schooling.