In student (12 Advantages and Disadvantages of Coed Schools,

In a nutshell, improvement in
students’ grade, decrease in disciplinary issues, breakdown of gender
stereotypes, instructors’ strategies employment can be enhanced by single-sex
schooling, in addition, co-education school typically have the cases of sexual
harassment and distraction. This information can show that the single-sex
school is better for the children in education decision than co-education
school. As education is the important key to success and it determines
students’ future, single-sex school which have a lot of advantages should be
the priority choice of the education type for students to concern about.


Furthermore, students who study
in mixed school can result to distraction where some of them feel that they are
not able to focus on their studies with the presence of opposite sex. It is
challenging especially for students who are shamefaced by the opposite gender
to take part in class at co-ed school as they find that the opposite gender is
a disturbance from their academic work. In addition, students who are
heterosexual will easily have an early relationship with the opposite sex and
eventually engage in sexual actions because they spend most of the time in the
school to be together and interact with one another as well as understanding
each other. Hence, due to the embarrassment to participate in class and the
early relationship of students in co-ed school, these will lead to students underperformed
academically. Edison Trickett and Penelope Trickett found that students in the
single sex school had a far more positive attitude towards academics rather
than students in co-ed school by comparing students at private single sex
school and private co-ed school in United States (Trickett, E., Trickett, P.,
1982). Studies also show that students in single sex schools are unaware about
themselves and are less distracted and so they can perform better in academics
as opposed to co-ed student (12 Advantages and Disadvantages of Coed Schools,

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On the other hand, according to
the research of, sexual harassment of girls is typically happening
in mixed secondary schools but mostly unreported and unaddressed. Sexual
harassment can be desires for sexual favours or unwelcome sexual conduct that
is sufficiently terrible or happens regularly enough to influence you to feel uncomfortable,
frightened or confounded and that meddles with your schoolwork or your capability
to take part in extracurricular exercises or go to classes. A survey has shown
that more than one over three of the girls (37%) in mixed secondary schools
have been sexually harassed while at school and 24% have been exposed to
unsolicited physical touching of a sexual nature. Besides that, the use of
sexist language often either experienced or witnessed by the female sixth-form
students that reached the certain point of 66% (Kiggins, 2017). Dr. Colleen
Cullen, a clinical psychologist, states that the most common diagnoses like depression,
anxiety, and even post-traumatic stress disorder are usually suffer by the
victims of sexual harassment. In long term, the victims of sexual harassment
will be led to have the heart issues (Spector, 2017).


Fourthly, teachers’ strategies
employment can be done perfectly in single sex school if appropriate training
and professional development had been undergone by teachers. Cape Town
educational psychologist, Rene Daniels once says that “Boys and girls are wired
differently and need different methods of instruction. Same sex schools can
cater to different learning styles. One should however bear in mind that the
brain grows and develops throughout a person’s life. Exposure to different
things and opportunities can culminate in acquiring new and different skills,
which may have been stereotyped to a specific sex. In any good educational
environment, educators should expose learners to different teaching
methodologies and learning styles so that the choice of how to learn becomes a
personal one.” (Horning, n.d.). There are a lot of successful examples such as
the single sex schools in Deland, Florida and Springfield, which is Woodward
Avenue Elementary and Jefferson Middle School respectively. After adopting
single-sex classrooms, it has been seen to have a dramatic improvement in
grades and test scores of the students. This is because those schools not only
simply put the girls and the boys to the separate classroom. Nevertheless, teachers
have to receive training from National Association for Single Sex Education
(NASSPE) for the practical gender-specific classroom strategies and greatest
practices (Dean, 1998).


Thirdly, the breakdown of gender
stereotypes will occurs when students choose to study in single sex school. A
University of Virginia study published in 2003 found that boys who attended
single-sex schools were more than twice as likely to pursue interests in
subjects such as art, music, drama, and foreign languages, compared to boys of
comparable ability who attended co-ed schools (James and Richards, 2003).
Moreover, Brian Walsh, who has been a principal at both boys’ schools and co-ed
schools, made this observation: “Boys ordinarily do not even try to sing
in a co-ed school, whereas they love choral singing in a boys’ school; in the
co-ed setting they make fun of French pronunciation, whereas in the single-sex
setting they enjoy becoming fluent in French; in drama, they muck up or clown
around to avoid seeming imperfect in a co-ed setting, whereas they excel at
drama when by themselves.” (Riesman, 1990, pp. 243-244). A British researcher also
compared the attitudes of 13 and 14 year-old pupils toward different subjects.
Students at co-ed schools tended to have gender-typical subject preferences:
boys at co-ed schools liked math and science and did not like drama or languages,
whereas boys at single-sex schools were more interested in drama, biology and
languages (Stables, 1990).


Secondly, male and female who
study in single sex school will lead to a decrease in disciplinary problems
where students were better behaved, found learning more enjoyable and the
curriculum more relevant. Daniels found that single sex schools improve
classroom behaviour and focus. Based on his research, in the co-ed environment,
expectations create social pressure in both girls and boys to perform in a
particular manner. If educators acknowledge strengths in both sexes at co-ed
schools, have the same expectations from all learners, apply firm and
consistent discipline and encourage a sound work ethic from both sexes, both
can perform and focus equally well (Horning, n.d.). Besides, a “Before and
after” study had been done in one school where a co-ed school had transformed
to a single sex school. In 2000, Benjamin Wright, principal of the Thurgood
Marshall Elementary School in Seattle, Washington, concerned about the high
number of discipline referrals he was seeing and he decided to lead his school
which was a traditional co-ed school to a single sex school in the hope of
reduce in discipline problems (Reilly, 2000). Consequently, after making the
switch to single sex classroom, discipline referrals dropped from about 30 per
day to just one or two per day.


Firstly, single-sex education can
be said to have the greater improvement in students’ grade. A study by the
Australian Council for Educational Research showed that academically, students
in single-sex classes scored 15 to 22 percentile ranks higher than those in
co-ed. In fact, girls attending girls’ schools were more possible to be present
a 4-year college compared with girls attending co-education schools while boys
who graduated from boys’ schools were probably attend a 4-year college compared
with boys who graduated from co-ed schools. Boys at boys’ schools and girls at
girls’ schools earned significantly higher test scores compared with boys and
girls at co-education schools. Hyunjoon Park, Jere R. Behrman and Jaesung Choi stated
that “Our analyses show that single-sex schools are causally linked with both
college entrance exam scores and college-attendance rates for both boys and
girls. Attending all-boys schools or all-girls schools, rather than attending
co-educational schools, is significantly associated with higher average scores
on Korean and English test scores. Compared with coeducational schools,
single-sex schools have a higher percentage of graduates who moved on to
four-year colleges.” (Park, Behrman, & Choi, 2012).


In most country, the education
system is categorised into preschool education, primary education, secondary
education, and tertiary education. Basically, most of the educational
institution can be divided into co-education and single sex education. Co-educational
institution, also known as mixed-sex education is a place provides educational
activity for boys and girls together, yet the single-sex educational
institution also known as single-gender education, is the place where education
is conducted for male and female students to attend separate schools. In our
point of view, single-sex institution has greater supportive academic
environment than co-educational institution. Therefore, single-sex education is
better in a way of improvement in students’ grade, decrease in disciplinary
problems, breakdown of gender stereotypes, teachers’ strategies employment,
while sexual harassment and distraction often happen in co-education school.


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