Single-Sex Educational Environments Are Superior to Co-Educational Environments

All over the years, the best way to lever any country is by educating their people, which will increase the level of learning generation after generation in many fields, such as economic, sociality, knowledge, and health. The education system had created to get great educated generations who are responsible for building and developing countries in the future. In the past, schools were boys and girls separately, not joined; another name for them is single-gender or single-sex schools. These schools were common, and compulsory either for traditional or religious reasons.

Most of the single-sex schools were available mainly for boys, while girls’ schools were limited, as they rarely allowed to be educated. Eventually, schools became mixed schools. They are called co-education schools. Recently, the idea of single-sex schools has had a comeback to implement because some studies have proved that separate gender schools have many advantages for students. Researchers have found that students in single-sex education have better self-confidence and academic performance, comparing with the results of co-education schools.

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Co-education schools’ students show low performance in academic scholarship. Another point, researchers have determined to separate genders, especially during teenage hormones. Because, this period is considered as a sensitive age with a mixed feeling of shyness, uncontrolled thoughts and a lot of hesitation. Also, most parents are in favour of single-sex education schools, as they have a more protective environment for their children during their teenage period. Thus, a vast argument comes up between single-sex or co-education schools and which is better. However, researchers have claimed that single-sex education should be typical in our countries for many reasons, such as lessening the students’ disruption, reducing the pressure on them, and improving the educational techniques according to the gender.

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The first argument to support the idea of single-sex education, that Single-sex schools can be great for students because these schools can be more comfortable for both genders to lesson destructions. In fact, the comfortable feel of students will be the result of no shyness or hesitation feelings to express their concerns and ask questions during classes. Beyond their distractions, both genders could be affected by the other gender, due to attractiveness behaviour toward the opposite sex and overestimate the appearance (Hubbard, Lea, Datnow, & Amanda, 2005, p.115). On the other hand, students in co-education schools suffer from the pressure of the other gender, as each student feels somebody keeps monitoring him from the opposite gender.

Hence, that may cause distractions for students (Sari, & Mediha, 2017, p. 35). Usually, in single-sex schools, the students behave more confident, due to lake of external factors, such as, show off towards the other gender. This will lead to more ability to focus on lectures to get better grades (Hubbard, Lea, Datnow, & Amanda, 2005, p.115). All these factors make students focus more on the academic side, rather than get distracted by focusing on the appearance to make themselves more attractive (Clark, & Leslie. K., 2011, p. 30).

The main role of students’ academic performance in single-sex schools is accurately showing that their higher confidence helps them to practise more in class. This increases their self-esteem, which will be influenced in their grades (Hurthle, Daphne, Mora, & Alex, 2012, p. 7). Indeed, single-sex schools can contribute their students to work seriously on participating in their projects perfectly. These schools’ classrooms environment can enhance students’ motivation and concentration on their achievements because there are no external influences on students’ academic success (Hurthle, Daphne, Mora, & Alex, 2012, p. 7). The second argument to support the idea of single-sex education, that social pressure can directly affect students’ choices and sometimes hide their creative talents. Schools have the main role to make the learning environment more comfortable for their students.

All these causes make students stressful in mixed schools (Hurthle, Daphne, Mora, & Alex, 2012, p. 7). Beside, single-sex education can lessen the pressure on their students to have a comfortable educational environment (Bigler, Rebecca. S, Signorella, & Margaret. L, 2011, p. 659). According to the mentality differences between the genders, each gender has different subject preferences. Single sex schools can focus more on each gender’s needs to make students more successful. Usually, people judge negatively on girls depends on the old stereotype.

For instance, people thought that boys’ academic performance level is higher than girls, especially on mathematics and sciences appearance (Hubbard, Lea, Datnow, & Amanda, 2005, p.115). This judgement is wrong because each gender has a different mentality. Therefore, single-sex schools have opposite evidence on that old stereotype. For example, there is evidence showing that girls in separate schools enjoy learning mathematics and physics and gain high results on them. Also, boys have creativity in arts, music and drama courses (Stange, & Oyster, 2011, para. 6). The research showed that each gender had scored high academic performance at separate schools. This proved the invalidity of the old stereotype, which described that boys have better academic achievements to get higher jobs such as doctor and engineering jobs, while girls can usually get traditional jobs only because of their weakness, such as nurse and teacher jobs. In addition, in single-sex schools, both genders can gain different skills from their educational institutes.

Also, they can be more flexible in their work and life in the future. Separate schools give students feelings of specialty. Partially, boys have more chances to ask some deeper clarifications of masculinity and vice versa with the girls, that might not be asked in co-educational classes. Gurian, Henley and Trueman (2001) point out that boys in single-sex schools are lucky to have self-management, and girls can get more chances to improve themselves. Also, girls’ mastery of mathematics and sciences gave them the opportunity to get higher career ambitions with leadership positions (Clark, & Leslie K., 2011, p. 30).

The last argument to support the idea of single-sex education is it can be more comfortable for educators as well to design their technique styles according to gender. Therefore, different studies state that the differences between both genders’ brain are significant, which make the education process more difficult (Bigler, Rebecca. S, Signorella, & Margaret. L, 2011, p. 659). One report from Salomone (2006) emphasizes that girls prefer verbal styles, and they have longer attention and more impulse control. However, boys prefer visual styles and competitional learning methods (Anfara, Vincent. A, Mertens, & Steven. B, 2008, p. 52).

In fact, educators play the main role in understanding students’ needs to develop their performance, create inspiration methods and motivate them to be interested in the subject (Porozovs, Juris, Kristapsone, & Silvija, 2017, p. 50). Hence, all that give the teachers more challenges in mixed classes, but single-sex classes will be more organized. In addition, educators can customize their techniques and tools to transfer knowledge and manage classes easier. Niche (2018) states that teachers can customize their methods geared toward each gender.

Usually, effective examples in classes to deliver information for boys are different than girls. For example, boys get attracted more by sports and cars examples, while girls prefer pictures and colours examples. Also, for managing classes, it is easier and more efficient to manage single-sex classes (Niche, 2016). For instance, in mixed schools, usually, the teachers give boys the priority to ask or answer in classes without following the rules, while teachers enforce the rules on girls and respond to them in short answers. Also, boys can depend on themselves during the classes more than girls, as they need more support from the teachers. On the other hand, some researchers claim to separate classrooms might have negative effects on both genders. They believe that single-sex education improves students’ academic performance; however, it has a negative impact on social skills toward the other gender.

One of the most argument ideas is co-education schools can reduce sex stereotype (M.B. Harries, 1986). For example, girls in all-girls schools aspire to traditional careers. Instead, when boys and girls are in mixed schools, this might give girls more ambitions to break this stereotype and choose unusual jobs. Another argument of co-education schools is building separate schools for each gender needs a huge budget to build and operate this kind of school. Hansot and Tyack (1988) claim that girls’ schools had poorer facilities, in comparing with boys’ schools in the single-sex education system. This is a big problem for gender equality (M.B. Harries, 1986).

To conclude, the education system is one of the most important systems in building and developing any country. So, researchers and scientists must give more importance to improve this system. This argument to find which is better single-sex or co-education system for students  is still continuous and under research. Because researchers have not found a final accurate analysis to depend on for their thesis. Therefore, they should start from the base of gender equality in education right for both genders. So, some factors support the single-sex education system, as this type of school decreases distractions and pressures on the students. Also, it makes the educators’ job easier and more effective as they can utilize their ways to be more suitable for their students’ gender.

Indeed, the purpose of finding a better system should focus on getting better academic performance and social skills, not some other factors such as religious or traditions factors. Some researchers may focus on academic performance only, while they should keep in their mind the importance of social skills, especially in the future. Also, parents and educators should be involved in finding the best educations system, as they are the most influencers on the students’ behaviour and performance. Thus, another solution, we can make schools have both genders, but some lectures need to be co-education. For example, mixing students in activities or sports would help them to create social communications somehow, while separating them in math and language lectures because these subjects need more focus and concentration.

References

  1. Anfara, V. A., & Mertens, S. B. (2008). Do single-sex classes and schools make a difference? Middle School Journal, 40(2), 52-59. Retrieved from https://search-proquest com.library.sheridanc.on.ca/docview/217434298?accountid=3455
  2. Bigler, R. S., & Signorella, M. L. (2011). Single-sex education: New perspectives and evidence on a continuing controversy. Sex Roles,65(910),659669. doi: http://dx.doi.org.library.sheridanc.on.ca/10.1007/s11199-011-0046-x
  3. Clark, L. K. (2011). Instructional events and strategies within eighth grade single-sex and co-educational math classrooms (Order No. 3498715). Available from ProQuest Central. (928095939). Retrieved from https://search-proquest com.library.sheridanc.on.ca/docview/928095939?accountid=3455
  4. Hubbard, L., & Datnow, A. (2005). Do single-sex schools improve the education of low-income and minority students? An investigation of California’s public single-gender academies. Anthropology and Education Quarterly, 36(2), 115-131. Retrieved from https://search-proquest.com. library.sheridanc.on.ca/docview/218130124?accountid=3455
  5. Hurthle, D., & Mora, A. (2012, Sep 10). Separate boys and girls? Scholastic News, 81, 7. Retrieved from https://search-proquest com.library.sheridanc.on.ca/docview/1039546395?accountid=3455
  6. Mansfield, K. C., & Mansfield. (2011). Single Sex education. In M. Stange, & C. Oyster, The multimedia encyclopedia of women in today’s world. Sage Publications. Credo Reference: https://login.library.sheridanc.on.ca/login? url=https://search.credoreference.com/content/entry/sagewtw/single_sex_education/0? institutionId=1988
  7. Niche. (2016, June 6). Niche Resources. Retrieved from https://www.niche.com/blog/pros-and-cons-of-single-sex-education
  8. Porozovs, J., & Kristapsone, S. (2017). The opinion of latvian teachers about the most suitable teaching methods and possibilities to make lessons interesting. Signum Temporis, 9(1), 50-56. doi: http://dx.doi.org.library.sheridanc.on.ca/10.1515/sigtem-2017-0009
  9. Sari, M. (2017). Teachers views on co-education: co-education or single-sex education? Acta Didactica Napocensia, 10(3), 35-44. Retrieved from https://search-proquest com.library.sheridanc.on.ca/docview/1987370734?accountid=3455

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Single-Sex Educational Environments Are Superior to Co-Educational Environments. (2021, Dec 20). Retrieved from https://studymoose.com/single-sex-educational-environments-are-superior-to-co-educational-environments-essay

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