Researchers announced today that when there are more girls in the class, boys' English will get worse. In the past, it was generally believed that girls always had a positive influence on boys at school. Steven Proud, a graduate student at Bristol University, will tell the meeting of the Royal Economic Society that the fewer girls there are in English classes in primary and secondary schools, the better boys will do.
Steven Proud, a graduate student at Bristol University, will announce at the meeting of the Royal Economic Society that the fewer girls there are, the better the grades of boys will be. But Proud found that in mathematics and science, when the proportion of girls in the class is high, the grades of boys and girls in primary school will increase by one tenth.
However, Steven Proud also found that in the fields of mathematics and science, more girls have a positive impact on both boys and girls-the grades can be improved by 65,438+00%. Proud tracked the test results of 7-year-old boys and girls in 6,000 schools in England from 2002 to 2004, which were 1 1, 14 and 16 respectively.
From 2002 to 2004, in order to complete his doctoral research project, Proud tracked the examination results of boys and girls aged 7, 16, 14 and 16 in six schools in England. He analyzed the test scores to see whether the proportion of girls in a grade group has an impact on the math, science and English scores of male and female students.
In order to study the influence of the proportion of girls on the scores of all students in mathematics, science and English, he analyzed the test scores. In schools, there are slightly more boys than girls, but in most classes in mixed schools, the proportion of men and women is almost equal. Proud studied these schools with high or low percentage of girls.
There are a little more boys than girls, but in most schools, the gender ratio is basically balanced. Proud's research object is those schools with extremely low or high proportion of girls. Proud found that when boys study English with many girls, their grades are always one tenth worse than when they study with few or no girls.
Proud found that when there are many girls in the class, boys' English scores will always drop by 65,438+00% compared with classes without girls. The more girls there are in the English class, the worse the boys perform. He found that this was especially true in primary schools.
Proud found that this phenomenon is particularly obvious in primary schools. The more girls there are, the worse boys learn English. Proud will argue that his research results show that boys should learn English in single-sex classes.
Proud suggested that according to the research results, boys should be placed in a class where all boys learn English. At every stage of school, girls' English scores are better than boys', but they are not affected by the number of boys in English class.
However, girls' English scores are not affected by the number of boys, and girls' English scores are better than boys' at all stages of school. Proud found that when some boys in the class enjoy free school meals, girls will perform better.
Proud also found that girls performed better when there were several boys in the class who ate free school meals. He said: "The research results show that boys of all ages will benefit from the participation of as few girls as possible in English teaching. In the fields of mathematics and science, research results tend to imply that having more girls in the classroom is good for both boys and girls. Gender mixing in science and mathematics is the best choice. "
Proud said: "The research shows that if the proportion of girls in English classes can be reduced, boys of all ages will benefit from their English performance. In mathematics and science, the results show that girls are good for both boys and girls in the class. In mathematics and science, gender mixing is the best choice.