Jackson 1
Gender Differences Between Classroom Responses in 1st Graders
Sarah Jackson
IB Psychology HL – Y1
October 11, 2009
1075 Words
Jackson 2
Abstract
The aim of this study was to observe differences in behaviors between
young boys and girls in class discussions. The hypothesis to be tested would be
that within a mathematics class of students between the ages of six and seven,
boys will answer and comment on problems in class by either talking to a friend,
or shouting out in class more often than girls would. Whereas girls would more
often comment on class discussions only when called on, and therefore
demonstrating this by raising their hands. Five girls, and five boys were
observed for a 35-minute period, where tallies were taken down every time each
individual student would raise their hand, shout aloud, or talk to a peer. The data
gathered from this observation illustrated that on average girls would more
often participate in class discussions by shouting out or talking to a peer,
whereas boys would more often raise their hands, and would less often speak
out when not asked to. This illustrates that the hypothesis was incorrect,
however brings about the idea that girls may demonstrate more peer and
teacher relations within the classroom than boys would at this age.
Jackson 3
Introduction
In performing this naturalistic observation, the aim of this study was to
recognize a difference between the way that girls and boys at the age of around
six or seven would behave during class discussions, and to recognize which
gender would more often raise their hands, shout aloud, or talk to a peer when in
a class conversation. Prior studies have been conducted such as the Gender
Differences in the Relationship of Language Development to Disruptive Behavior
and Peer Relationships in Preschoolers study that relate well to our own
observation. This study found that poor peer relations developed within
preschool boys more than girls, and in turn contributing to higher levels of poor
language development (David). In order to contribute to this study, an
observational study was performed in a naturalistic environment, where the
students were unaware of any study taking place, and no interaction took place
between the participants and observers. These students were within the same
age group as the ones observed in prior studies, with an even number of each
gender observed on their classroom behaviors.
Method
 Design: This procedure was performed in a combination of two ways, the
event sampling and time sampling. Within the time frame of 35 minutes,
the number of times one of our three outlined behaviors (raising hand,
shouting aloud, or talking to peer) were observed for each individual
student, they were tallied down. This format of design was chosen, as the
behaviors observed were very specific as well as in a specific time period,
in order to gain the most valid data possible. However, as this was
performed as a naturalistic observation, participants were observed
without their informed consent as well as being an invasion of their
privacy. This ethical issue raises the point that each students parents
permission was not gained, however the teacher of that specific class was
notified and agreed to our observation. In order to operationalize this
observation, three specific behaviors were chosen to observe in order to
study childhood classroom behavior; these being: raising hand, talking to
a peer, or shouting out in class. These specific behaviors were chosen as
each were a good indicator of how well a student would either interact
with peers, interact with the teacher, or if they behaved in a more
secluded manner in class discussions. In order to minimize any
interference with the observations, no interactions took place between
the subjects being observed and the observers. The students were not
notified that any study was taking place, in order to gain the most
naturalistic responses to the situation at hand.
 Participants: The target population chosen for this observation was done
through a Quota Sample. This meaning that firstly, subgroups within a
population are identified. In this case, this was boys and girls ages six and
seven. Then there is an opportunity sample taken from the subgroups,
meaning those people that were available at the time were chosen, this
being students within the same school. This sample is useful as it is more
representative than simply an opportunity sample because equal
representation of subgroups is taken.
 Materials:
Jackson 4

1. Three observers watched three to four students each. A
manageable number of students were chosen for each observer in
order to ensure that the most minimal amount of errors to occur in
the tallying process.
2. A coding sheet for each observer, in order to tally down the
number of times each of their students was seen doing one of the
three behaviors.
a. See Appendix 2 for Coding Sheet
3. Approval letters from the Principal of the Elementary School and
the first grade classroom teacher.
a. See Appendices 3 and 4
Procedures:
1. A group of ten students in total is chosen to observe from a 1st
grade mathematics class. This group consists of five girls and five
boys, all within the age group of six or seven.
2. The observation took place at 8:40 am on Friday, the 18th of
September for a 35-minute time period.
3. A checklist was formatted prior to this observation time, as for
each student observed, spaces were left for the number of times
each of the three behaviors were observed.
4. For this 35-minute time period, each student is observed and every
time that they either raise their hand, shout aloud to the class, or
talk to a peer, it is tallied down in a checklist coding system.
Results
After gathering data through observing each of the ten students behaviors
for 35 minutes, this information was then analyzed in order to demonstrate a
correlation between the different behaviors in class discussions between boys
and girls of this specific age group. The average amount of times that all of the
girls were observed raising their hands, shouting aloud, or talking to a friend was
calculated. This process was then repeated for the boys of the study. (See
Appendix 2 for Raw Data and average calculations). This information was then
transmitted into a bar graph to demonstrate the averages of behaviors for both
boys and girls within the class period (Graph shown on proceeding page).
Jackson 5
Average Number of Times Each Behaviour Is Observed
14
Boys 1-5
Girls 1-5
Averages of Specific Behaviours Observed for Boys and Girls
11.8
12
10.6
10.4
10
8
6.2
6
4.8
4
4
2
0
Raising Hand
Shouting Out
Talking to Peer
Jackson 6
Discussion
After the data was processed into a bar graph of the average number of
times each behavior was observed for the girls, as well as for the boys, the
differences between behaviors in class discussions were made apparent. From
the graph it is seen that the girls would participate in the class discussions
through more verbal ways, that being shouting aloud to the class, or talking to a
peer. The girls overpowered the boys in shouting aloud by nearly tripling the
number of times that they were observed participating in this behavior. The girls
were also observed talking to a peer more than double the amount of times that
the boys of the class did. On the other hand, the boys nearly doubled the number
of times that the girls would raise their hands in class discussions.
According to prior studies, the girls within a preschool class would
overpower the boys in peer relations. This information correlates well with the
data gathered through this naturalistic observational study, as the data
illustrated that the girls were more interactive with their peers and the teacher,
whereas the boys were more reluctant to do so. However, it is important to
consider how this data can be utilized within the development of different
genders throughout their schooling education. The study taken at the University
of Massachusetts stated that a relationship was found between the girls with
higher levels of peer relations to have higher success rates in language
development further in their schooling career. On the contrary, the boys with
poor peer relations and classroom participation found difficulties in language
development. Though it is important to consider the separate findings of prior
studies, which found that the fact that girls had better peer relations might have
altered the level of noticing their language skills. Girls would be more reluctant
to show these language developmental problems, whereas with the more
secluded boys it would be more noticeable (David).
However, as in many observational studies, there were several limitations
to this design. For instance, the basic fact that it was an observational study in a
naturalistic environment meant that there was little or no control of extraneous
variables. A way in decreasing this limitation would be to take further
precautions in ensuring that the subjects being observed do not notice the
observers and in turn do not become interested and curious, therefore altering
their behaviors. There is also the problem known as observer bias, meaning that
the observer may “see” what he or she expects to see, therefore different things
may be observed by each individual observer. It is important to consider the
ethical issues such as lack of informed consent, and invasion of privacy. This can
be decreased by gaining the consent from each student’s parents. Though one of
the main points standing is the lack of observer preparation and training, which
can be improved with practice over time.
Through the data gained in this observation combined with the prior
studies on gender differences in classroom discussions, the idea remains that
girls tend to have higher peer relations, and participate in class discussions by
either shouting aloud or talking with a friend. Whereas boys tend to participate
by raising their hands, and remain more secluded during class discussions. These
points help relate to the fact that girls demonstrate higher language skills in their
schooling career than boys, and are able to develop these more successfully in
their future.
Jackson 7
References
David, A. and Stowe, R.M, and Ortiz, C. (2000). Gender Differences in the
Relationship of Language Development to Disruptive Behavior and Peer
Relationships in Preschoolers. Journal of Applied Developmental Psychology,
pp. 521-536.
Appendices
Appendix 1: Raw Observations
For the first 35-minute observation, short notes were taken down by
observers relating to any situations between boys and girls in class discussions
and activities. The raw observations are as follows:
 Students volunteer to correct homework problems on the white board
o More often, girls would be willing to volunteer
o Boys would do so by waiting to be called on
o Girls would excitedly jump up and go to the white board without
consent from the teacher
 There are about three out of the ten students who would predominantly
participate in class discussions
o Two girls, and one boy
 When asked to partner up, boys would seem more reluctant than girls to
walk up to a student and ask to work with them
 Two girls were constantly asked to be quite, as they continued to talk to
each other, and not listen to teacher’s instructions
 The quieter students who would less commonly raise their hands, or
speak out in class sat in the back part of the classroom
o Students eager to participate sat close to the teacher and near the
white board
 When students were told to do an activity, the girls would get up several
times to ask the teacher questions
o Boys would keep to themselves and many times had to wait for the
teacher to come and assist them in their activity
 Teacher establishes a sound signal to quiet down the students and grab
their attention
o Girls would seem more energetic to respond to this signal
Jackson 8
Appendix 2:
When observing this class, the focuses of the specific behaviors were then
established through the first period of observation, and this data was taken
down in the form of a checklist coding system.
Checklist for Coding Child Behavior
Data Gathered From Observation of 35 Minutes
Student
(Gender)
Raising Hand
Shouting Out
Talking to Peer
Boy 1
8
4
4
Boy 2
10
4
2
Boy 3
14
5
6
Boy 4
9
3
7
Boy 5
12
4
5
VS.
Girl 1
7
13
12
Girl 2
8
19
8
Girl 3
3
4
5
Girl 4
5
10
15
Girl 5
8
13
12
Average for:
Raising Hand
Shouting Out
Talking to Peer
Boys 1-5
10.6
4
4.8
11.8
10.4
VS.
Girls 1-5
6.2
Jackson 9
Appendix 3:
Dear Mrs. Harder,
As year one IB Psychology students we are conducting an observational
experiment on children’s behavior. Our observations will entail data collected
from two 35-minute sessions of monitoring children’s behavior in a math class.
We will specifically observe the difference between the reaction of boys and
girls, depending on the method they chose to answer or ask questions; including,
raising hand, shouting out answers, or talking to a friend.
Further to our conversation on Monday, the 14th of September, we would
like to formally request your permission to observe your students for two 35minute sessions each. These sessions, with your consent, will be scheduled for
Wednesday the 16th at 2:15 pm and Friday, the 18th of September, at 8:40 am.
Sincerely,
Sarah Jackson, Abie Epstein, and Simon Smith
Appendix 4:
September 15, 2009
Dear Fay,
We are only too pleased to work in collaboration with you and to support the
learning of your students. The administration confirms approval of your project.
Please have your students request permission directly from classroom teachers
for classroom and student observations.
Thank you,
Sacha McVean
Shanghai American School
Elementary Principal
Pudong Campus