Abstract
Purpose. The purpose of this study was to identify instructional strategies (active learning/process of lesson delivery) and elements of educational environments (motivation and physical/emotional needs) present in fifth-grade classrooms perceived by young men as contributing to their success in school and to determine if there were significant differences in the perceptions of young men enrolled in GED/high school diploma, community college, California State University, or University of California programs. Methodology. The subjects in the present study were young men aged eighteen through twenty-one, at least 70 respondents from each group. Subjects responded to two research instruments: (1) a forty-nine-item survey using a Likert scale with nineteen open-ended responses, and (2) a follow-up interview clarifying issues related to instructional strategies, educational environmental factors, and barriers to boys' success in school. Findings. Verbalizing was necessary for developing language skills. Teachers who were structured, used praise and incentives, and had a good sense of humor motivated boys. Active learning promoted curiosity. "Fun" was essential. Technology helped boys increase interest in school. Homework had questionable value unless tied to reading. Recess alleviated stress and increased good thinking. High-interest reading materials were important. Male role models, especially fathers and friends, provide positive support. No significant differences were found by ethnicity. Conclusions. The study data support the conclusion that boys need more opportunity to verbalize to develop their thinking with time to talk, answer questions, and report their thoughts in writing. Active learning is essential to boys' success. Schools can increase interest in learning and motivation through the use of technology. Homework and assessment systems need to be revised to meet the learning styles, stress level and parent support of each boy. Professional development of educators and teacher training programs must include specific data and information about the differences between boys and girls and their learning styles including humor, anger management, and structure. Recommendations. Further research is advised: curriculum to encourage verbalization; gender-neutral environments including active learning experiences; more creative, appropriate software that will meet the needs of boys; research of assessment tools that would provide evidence of learning; and gender differences and gender groupings.