Does Grouping Based on Gender Affect a Child's Sight Word Recognition Ability and Their Affective Domain?

Abstract

The purpose of this study was to see if gender grouping could affect a student’s ability to increase his or her sight word recognition and to examine its connection to the affective domain. The subjects of this study received reading instruction in both single and dual sex groups. The subjects responded to a questionnaire regarding the affective domain. The findings of the study imply that the treatment used did not solely affect the recognition of sight words. Both groups showed an increase in the recognition of sight words. The findings of this study do indicate that there was an effect on the student’s affective domain.