In harassment and distraction. This information can show

In a nutshell, improvement instudents’ grade, decrease in disciplinary issues, breakdown of genderstereotypes, instructors’ strategies employment can be enhanced by single-sexschooling, in addition, co-education school typically have the cases of sexualharassment and distraction. This information can show that the single-sexschool is better for the children in education decision than co-educationschool. As education is the important key to success and it determinesstudents’ future, single-sex school which have a lot of advantages should bethe priority choice of the education type for students to concern about.  Furthermore, students who studyin mixed school can result to distraction where some of them feel that they arenot able to focus on their studies with the presence of opposite sex. It ischallenging especially for students who are shamefaced by the opposite genderto take part in class at co-ed school as they find that the opposite gender isa disturbance from their academic work. In addition, students who areheterosexual will easily have an early relationship with the opposite sex andeventually engage in sexual actions because they spend most of the time in theschool to be together and interact with one another as well as understandingeach other.

Hence, due to the embarrassment to participate in class and theearly relationship of students in co-ed school, these will lead to students underperformedacademically. Edison Trickett and Penelope Trickett found that students in thesingle sex school had a far more positive attitude towards academics ratherthan students in co-ed school by comparing students at private single sexschool and private co-ed school in United States (Trickett, E., Trickett, P.

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,1982). Studies also show that students in single sex schools are unaware aboutthemselves and are less distracted and so they can perform better in academicsas opposed to co-ed student (12 Advantages and Disadvantages of Coed Schools,n.d.).  On the other hand, according tothe research of, sexual harassment of girls is typically happeningin mixed secondary schools but mostly unreported and unaddressed.

Sexualharassment can be desires for sexual favours or unwelcome sexual conduct thatis sufficiently terrible or happens regularly enough to influence you to feel uncomfortable,frightened or confounded and that meddles with your schoolwork or your capabilityto take part in extracurricular exercises or go to classes. A survey has shownthat more than one over three of the girls (37%) in mixed secondary schoolshave been sexually harassed while at school and 24% have been exposed tounsolicited physical touching of a sexual nature. Besides that, the use ofsexist language often either experienced or witnessed by the female sixth-formstudents that reached the certain point of 66% (Kiggins, 2017). Dr.

ColleenCullen, a clinical psychologist, states that the most common diagnoses like depression,anxiety, and even post-traumatic stress disorder are usually suffer by thevictims of sexual harassment. In long term, the victims of sexual harassmentwill be led to have the heart issues (Spector, 2017). Fourthly, teachers’ strategiesemployment can be done perfectly in single sex school if appropriate trainingand professional development had been undergone by teachers. Cape Towneducational psychologist, Rene Daniels once says that “Boys and girls are wireddifferently and need different methods of instruction. Same sex schools cancater to different learning styles. One should however bear in mind that thebrain grows and develops throughout a person’s life.

Exposure to differentthings and opportunities can culminate in acquiring new and different skills,which may have been stereotyped to a specific sex. In any good educationalenvironment, educators should expose learners to different teachingmethodologies and learning styles so that the choice of how to learn becomes apersonal one.” (Horning, n.d.). There are a lot of successful examples such asthe single sex schools in Deland, Florida and Springfield, which is WoodwardAvenue Elementary and Jefferson Middle School respectively. After adoptingsingle-sex classrooms, it has been seen to have a dramatic improvement ingrades and test scores of the students. This is because those schools not onlysimply put the girls and the boys to the separate classroom.

Nevertheless, teachershave to receive training from National Association for Single Sex Education(NASSPE) for the practical gender-specific classroom strategies and greatestpractices (Dean, 1998). Thirdly, the breakdown of genderstereotypes will occurs when students choose to study in single sex school. AUniversity of Virginia study published in 2003 found that boys who attendedsingle-sex schools were more than twice as likely to pursue interests insubjects such as art, music, drama, and foreign languages, compared to boys ofcomparable ability who attended co-ed schools (James and Richards, 2003).Moreover, Brian Walsh, who has been a principal at both boys’ schools and co-edschools, made this observation: “Boys ordinarily do not even try to singin a co-ed school, whereas they love choral singing in a boys’ school; in theco-ed setting they make fun of French pronunciation, whereas in the single-sexsetting they enjoy becoming fluent in French; in drama, they muck up or clownaround to avoid seeming imperfect in a co-ed setting, whereas they excel atdrama when by themselves.” (Riesman, 1990, pp. 243-244). A British researcher alsocompared 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 andlanguages (Stables, 1990).

 Secondly, male and female whostudy in single sex school will lead to a decrease in disciplinary problemswhere students were better behaved, found learning more enjoyable and thecurriculum more relevant. Daniels found that single sex schools improveclassroom behaviour and focus. Based on his research, in the co-ed environment,expectations create social pressure in both girls and boys to perform in aparticular manner. If educators acknowledge strengths in both sexes at co-edschools, have the same expectations from all learners, apply firm andconsistent discipline and encourage a sound work ethic from both sexes, bothcan perform and focus equally well (Horning, n.d.). Besides, a “Before andafter” study had been done in one school where a co-ed school had transformedto a single sex school.

In 2000, Benjamin Wright, principal of the ThurgoodMarshall Elementary School in Seattle, Washington, concerned about the highnumber of discipline referrals he was seeing and he decided to lead his schoolwhich was a traditional co-ed school to a single sex school in the hope ofreduce in discipline problems (Reilly, 2000). Consequently, after making theswitch to single sex classroom, discipline referrals dropped from about 30 perday to just one or two per day. Firstly, single-sex education canbe said to have the greater improvement in students’ grade.

A study by theAustralian Council for Educational Research showed that academically, studentsin single-sex classes scored 15 to 22 percentile ranks higher than those inco-ed. In fact, girls attending girls’ schools were more possible to be presenta 4-year college compared with girls attending co-education schools while boyswho graduated from boys’ schools were probably attend a 4-year college comparedwith boys who graduated from co-ed schools. Boys at boys’ schools and girls atgirls’ schools earned significantly higher test scores compared with boys andgirls at co-education schools.

Hyunjoon Park, Jere R. Behrman and Jaesung Choi statedthat “Our analyses show that single-sex schools are causally linked with bothcollege entrance exam scores and college-attendance rates for both boys andgirls. Attending all-boys schools or all-girls schools, rather than attendingco-educational schools, is significantly associated with higher average scoreson Korean and English test scores. Compared with coeducational schools,single-sex schools have a higher percentage of graduates who moved on tofour-year colleges.” (Park, Behrman, & Choi, 2012). In most country, the educationsystem is categorised into preschool education, primary education, secondaryeducation, and tertiary education.

Basically, most of the educationalinstitution can be divided into co-education and single sex education. Co-educationalinstitution, also known as mixed-sex education is a place provides educationalactivity for boys and girls together, yet the single-sex educationalinstitution also known as single-gender education, is the place where educationis conducted for male and female students to attend separate schools. In ourpoint of view, single-sex institution has greater supportive academicenvironment than co-educational institution. Therefore, single-sex education isbetter in a way of improvement in students’ grade, decrease in disciplinaryproblems, breakdown of gender stereotypes, teachers’ strategies employment,while sexual harassment and distraction often happen in co-education school.


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