Examination of single-sex education model based on sex differences of academic achievement and cognitive functions

关于认知功能被认为是语言或算术学业成绩的性别差异及其原因，本文基于全国性的学业成绩调查和按课学习评价进行分析，并对美国考虑认知功能性别差异的单一性别教育的现状进行了调查和分析。开展了基础研究，探讨在日本分类的单一性别教育模式的可能性。在对学习动机和班级气氛的反应上存在性别差异，并进一步发现与班级教师的性别存在交互作用。

About the cognitive function assumed to be the sex difference and cause of the academic achievement in a language or arithmetic, it analyzed based on a national academic achievement survey and the study evaluation by lesson.Furthermore, investigation and analysis were conducted in order to know the actualcondition of the single-sex education in the United States which considered the sex difference of the cognitive function. Basic research which explores the possibility of the single-sex educational model classified in Japan was carried out. There is sex difference in how to respond to learning motivation and class atmosphere, and it found out that an interaction with the sex of the teacher of the class existed further.