4.0 References 8

  • Category:
    Education
  • Document type:
    Essay
  • Level:
    High School
  • Page:
    2
  • Words:
    1399

Table of Contents

Particulars Page No

1.0 Introduction 2

2.0 Are Co-educational Schools Better Than Single Sex Schools 3

3.0 Conclusion 7

4.0 References 8

  1. Introduction

There has been a long debate about the relative merits and demerits of single sex schooling and co-educational schooling and have no signs of abating. Numerous researches have been carried out in the past along with surveys to reach conclusive evidence however both the systems have been equally strong in laying their points of consideration.

This report has been drafted in a systematic manner to come to a conclusive evidence of whether co-educational schools are better than single schools or not. The report takes a stand on Single sex schools and clearly highlights with strong layoffs to support single sex schools as better schools when compared with co-educational schools. Finally a conclusion is provided to ensure that the readers are equipped with both theoretical and practical understanding of the entire topic under discussion.

  1. Are Co-Educational Schools Better Than Single Sex Schools

Single sex educational schools are those where male and female attend their education in separate classes or schools while co-educational schools are those where the classrooms consists of both genders and both male and female attend their education together with no gender bias.

There are merits and demerits of both system of schooling however this report takes a stand for Single sex schools and consider than better than co-educational schools.

Single sex schools are certainly better than co-educational schools as it imbibes higher level of confidence among individuals. Socially, single sex schools make more mature people earlier in comparison to co-educational schools. One of the biggest issues in the debate of why single sex schools are better is the possibility of attraction and distraction in the classroom. It has been witnessed in co-educational schools that students of opposite sex gets attracted towards others and are more concentrated on making a love life than indulge in academics. Students gets intimated by their other sex and become less comfortable participating in class discussions and other activities. Fear of embarrassment or feeling of inadequacy is generally found in a co-educational classroom experience (Fabes, Richard, et.al 2014). Thus single sex school removes both attraction and distraction of the opposite sex allowing students to focus more seriously on their academic life and nurture them into grown matures with better ability to sustain their life. It helps students to take risk in expressing themselves as they learn without any fear of embarrassment in front of their opposite sex.

Furthermore it is too noted that both girls and boys have unique characteristics and behave differently in how they learn and their ability and interests. A single sex school is comparatively more tailored to meet their unique and specific needs in comparison to a co-educational school which looks towards a general objective (Ivinson &Murphy, 2007). In generally it has been witnessed that boys are more physically active, assertive and comfortable learning in a more chaotic educational environment than girls who prefer a quite, focused and orderly classrooms which can only be possible in a single sex school than in a co-educational school.

Single sex school provides a delightful way of encouraging its students to be fearless, curious, enthusiastic and just be themselves. It helps students to be less pressurized to their attires and act cool towards friends of other sex. There are certainly less conflicts between friends of opposite sex. They have low level of anxiety over appearance and clothing, and further less emotional stress which are more common in teens when they are relationships.

There has been large debate that co-educational schools provide students with better communication skills with their opposite sex which is not in the case of single sex schools. However, this may not be true as students in single sex school can certainly learn this communication skill by social interactions with other sex outside the school.

In single sex schools, the academic curriculum and courses offered provide advance works in the area of student’s greatest interest and natural abilities. In single sex schools boys tend to soften their competitive edge and become more co-operative while it help girls to join more sports and follow their hobbies without being worried about their appearance and embarrassment of failure. Girls in a single se school are more likely to take non-traditional courses which run against gender stereotypes such as advanced mathematics or physics (Smithers & Robinson, 2006).

It has been largely seen that in a co-educational system or environment, boys usually take advantage of their abilities of being stronger and act as leader or show resentment to be a part of team which has a girl leader. Without boys in their class, girls shall have more freedom to learn the art of leadership and develop leadership attributes at a tender age which shall lead to greater self-confidence and higher professional aspirations. Furthermore boys in a single sex school need to compete more with their same sex counterparts and develop leadership skills in a more professional manner.

Favouritism is another typical problem in a co-educational system of learning as some teachers may favour boys over girls or vice-versa which again leads to resentment and discourage students from a particular subject. This may not be the case in a single sex schools where no gender bias could ever exist along with any gender stereotyping. Furthermore it becomes easier for teachers to explain and teach students in a single sex school particularly subjects like biology or physical education where both sexes may feel shy or the teacher may resent to explain the subjects in better manner in a co-educational school than in a single sex school.

Research in the past have highlight that academically students learning in a single-sex school has outperformed than students learning same academics in a co-educational school. The Australian Council for Educational Research (ACER) made a comparison of students studying in a single-sex school with a co-educational school. The analysis was based on a six year of study on over 300000 students in over 50 academic subjects which demonstrated that both boys and girls who were in a single sex classrooms scored on an average 15 to 22 percentile ranks higher than similar education with similar teachers in a co-educational school system. The report also documented that students of both sex were more likely to be better behaved and find learning more enjoyable and the curriculum more relevant in single sex school than in a co-educational format of learning (Campbell & Sanders, 2002). There has been many such researches which has been conducted in the past in varying countries and different locations. For instance, The National Foundation for Educational Research, England made a similar research in 2012 on over 3245 schools throughout The Great Britain and released their results which highlighted that even after controlling the student’s academic ability and other background factors, both girls and boys did significantly well in a single sex school when compared with co-educational schools as the average percentile of students performance in a single sex school was approximately 29 percent better than co-educational schools (Warrington & Younger, 2001).

  1. Conclusion

The report highlights that single se schools are better than co-educational schools as single sex schools provide better academic culture for both sexes. Students do not get attracted or distracted towards other sex and can concentrate more deeply on their academic learning. Fear of embarrassment, dressing style is minimized in a single sex school. Favouritism and gender bias lack their roots. Further different researches carried out in different locations also highlight that single sex schools are better than co-educational schools.

  1. References

Campbell, P. B. and Sanders, J. (2002) Challenging the System: Assumptions and data behind the push for single-sex schooling in A. Datnow and L. Hubbard (eds) Gender in Policy and Practice: Perspectives on Single-Sex and Coeducational Schooling (pp. 31-46). New York: Routledge Falmer.

Fabes, Richard, et.al.(2014) “Gender-segregated Schooling and Gender Stereotyping.” T. Denny Sanford School of Social and Family Dynamics. Arizona State University, 31 August 2012. Web. 23 September 2014.

Ivinson, G. and Murphy, P. (2007) Rethinking Single-sex teaching: Gender, school subjects and learning, Berkshire, Open University Press McGraw Hill.

Smithers, A and Robinson, P. (2006) The Paradox of Single-Sex and Co-educational Schooling, (Buckingham, Carmichael Press) 42

Warrington, M. and Younger, M. (2001) Single-sex Classes and Equal Opportunities for Girls and Boys: perspectives through time from a mixed comprehensive school in England, Oxford Review of Education, 27 (3) 339-356