Differential Effects of Single Sex versus Coed Education on the Personality Development of Primary School Students

Malik, Ra'ana
June 2013
Pakistan Journal of Social Sciences (PJSS);2013, Vol. 33 Issue 1, p149
Academic Journal
The study is an effort to find out the differential personality development of boys and girls in the single-sex and coeducational schools. From the eight districts of Punjab, 128 schools were randomly selected (single sex and coeducational) and 4,448 fifth grade students participated in the study. The personality of students was measured by using Children Personality Questionnaire which was adapted and translated for the study. The 2×2 Analysis of Variance was carried out to explore the significance of gender and type of school and their interaction on the scores obtained by the students. The t-test was used to compare the mean scores of boys and girls in the single-sex and coeducational schools. The results indicated that the personality of single-sex students was more positive than the students in coeducational schools. The students in the single-sex schools were more outgoing, participative, enthusiastic, lively, conscientious, rulebound, socially bold, spontaneous, individualistic, self-reliant, realistic, shrewd, sharp, untroubled, self-assured, self-disciplined, sociallyprecise, relaxed and un-frustrated, whilst, students in the coeducational schools were more reserved, cool, sober, serious, expedient, disregarding rules, timid, shy, dependent, sensitive, vigorous, group dependent, naÏve, sentimental, worried, depressed, casual, careless of social rules, tense and frustrated. The girls were found more adversely affected in the coeducation schools than boys (academic achievement, emotional stability, liveliness, social boldness, perfectionism etc.). The study supports single-sex schools as they provide more pleasant and supportive learning environment to boys and girls resulting in more positive personality traits.


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