Does Class Composition (Single-Sex Vs. Coed) Affect Iranian Technical and Vocational College Students' English Achievement?

Ramazani, Milad; Bonyadi, Ali Reza
October 2012
Australian Journal of Basic & Applied Sciences;Oct2012, Vol. 6 Issue 10, p93
Academic Journal
In the past three decades gender issues have received a wide coverage in the education literature and it seems that controversy surrounding the academic provision regarding the positive or negative effects of single-gender vs. coed classes has increased much more than ever. Because of sampling differences, data analysis differences and contextual differences, studies of single-sex versus coeducational classrooms has not yielded a clear set of conclusions. Having taught English for several years the researcher have clearly noticed that there is a significant difference between males, females and coed classrooms in terms of technical and vocational students' end-of-semester marks. Therefore, the present study endeavors to shed light, as much as it can, on the effect of single-sex/coed class composition on the English learning of Iranian technical and vocational students. Technical and Vocational Students (TVS) are traditionally considered to be 'less academically inclined' among all other Iranian university students. Three homogenous classes of TVS, cautiously selected, took part in the study and they all received treatment in the form of teaching by the researcher for some 14 sessions. Then an achievement test was administered to the all three groups. The statistical analysis of the results shows that single-sex classes appear to be most advantageous for females whereas males performed better in coed classes. Males' class showed the weakest performance.


Related Articles

  • Does Single Sex Education Benefit Girls or Boys?  // Women in Academia Report;2/18/2014, p7 

    The article presents a study conducted by University of Wisconsin professor Janet Hyde which finds that single-sex educational classrooms do not have measurable benefits for either boy or girl students.

  • Dear Walton-Verona School Board. Rice, Julia // Kentucky English Bulletin;Fall2016, Vol. 66 Issue 1, p40 

    The article presents the author's views on single sex academic classes in the U.S. Topics discussed include why single sex classrooms and schools are ineffective in the world today; argument that single sex classrooms prevent students from interacting with those of the opposite sex; and what can...

  • Single-sex school boys' perceptions of coeducational classroom learning environments. Yates, Shirley // Learning Environments Research;2011, Vol. 14 Issue 1, p1 

    Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of...

  • Navigating the muddy waters of the research into single sex class-rooms in co-educational middle years settings. Crosswell, Leanne // Australian Journal of Middle Schooling;Nov2012, Vol. 12 Issue 2, p16 

    The article discusses the idea of establishing single-sex classrooms (SSC) in co-educational sites to be an exploring option in Australia. Topics include the third wave of interest for establishing single-sex classrooms, efficiency of SSC and effects of SSC in specific subject areas especially...

  • The Sex Composition of Selective Colleges and Gender Differences in Career Aspirations. Bressler, Marvin; Wendell, Peter // Journal of Higher Education;Nov/Dec1980, Vol. 51 Issue 6, p650 

    Selective single-sex colleges provide a more favorable environment than comparable coeducational institutions for influencing white, middle-class, academically capable under-graduates of both sexes—but particularly women—to disregard conventional occupational prescriptions based on...

  • The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University. Rosenthal, Lisa; London, Bonita; Levy, Sheri; Lobel, Marci // Sex Roles;Nov2011, Vol. 65 Issue 9-10, p725 

    Single-sex programs have been implemented in a variety of educational settings to help promote greater engagement of women in STEM fields. However, the mechanisms through which single-sex programs increase women's engagement in STEM fields are unclear. Drawing from research in social and health...

  • Do Single-Sex Classes Raise Academic Achievement? Thiers, Naomi // Educational Leadership;Apr2006, Vol. 63 Issue 7, p70 

    The article presents studies regarding the impact of single-sex classes in raising the academic achievements of middle school students in the United States. It reflects that as of January 2006, 211 public schools in the United States offered some form of single-sex learning among which 42 are...

  • Slingshot or Popgun? And the Goose and Gander Problem: Short-Term and Long-Term Achievement.... Clark, Roger // Feminist Teacher;2001, Vol. 13 Issue 2, p147 

    Focuses on the long-term and short-term achievement effects of single-sex math classes in a coeducational middle school in Providence, Rhode Island. Goal of coeducational institutions; Interest of educators in coeducational institutions; Impact of the single-sex math classes on students.

  • How Tweens View Single-Sex Classes. Spielhagen, Frances R. // Educational Leadership;Apr2006, Vol. 63 Issue 7, p68 

    The article focuses on how the middle schools students view single-sex classes in the United States. It reflects that the early teenagers relish a distraction-free space for risk taking, challenge and fun in the single-sex class-rooms. A middle school student comments that in a single-sex class...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics