Researching Skills

I. Introduction II. Improved Achievement on Girls A. Girls are Better on Math in Single-Sex Classes If we want to benefit fully from our girls on mathematics and science, we should be aware of their different learning styles, and this may be applied by separate education. As Carolyn Jackson puts it: “While boys generally performed better than girls on mathematics tests at the pre-test occasion, the most notable improvement between two testing ooccasions occured among girls in all-girl classes, followed by boys in all-boy classes... measures of attidudes indicate significant positive shifts overtime, especially among girls in ‘girls only’ classes.” (Carolyn Jackson, 2002, p39). In coeducation generally boys get higher marks on math. These test results give us the benefition of all-girl classes. All-girl classes improves achievement on girls and annihilate distraction. Seperating girls would cause increased participation. Janice Stretimatter searched for this and he found interesting results. Hughes points out these results: “In Stretimatter’s findings, in the single-sex physcis class %87.5 of the girls made on ‘A’ and 12.5% of the girls made ‘B’... girls benefit the most in the area of participation when boys are not in the class.” (Teresa A. Hughes, 2006-2007, p9). B. Boys Dropped out of School Between eleven and sixteen years, in segregated schools girls participation is much more than boys. Boys do not choose segregated schools. For instance, according to Frances: “The 7th and 8th grade boys were less enthusiastic than the girls about single-sex classes. Bullying seemed to become more of a problem with only boys present. Danny 13, noted that he had been curious about all-boy classes, but after two years in such classes, he planned to choose mixed-gender classes for 8th grade.” (Frances R. Spielhagen, 2005, p3). For these reasons, single-sex schools for boys want to help boys achievement. All boy schools in particular have been held up as a way to enhance boys` achievement and adjustment in public schools. This sentence was written by Thiers who illustrates this fact stating that “In 2003, 8th grade boys scored an average of 21 points lower than girls on standardized writing tests and 11 points lower on standardized reading tests. Boys are twicely as likely as girls to be placed in special education classes, and 33% more likely drop out.” (Naomi Thiers, 2006, p1) III. Behavioral Problems A. Coeducation Causes Marriage Problems Mixed classes causes behavioral problems on pupils. Their first interaction with opposite sex would be under pressure by public. This pressure does not give them to think properly and they make wrong relations with opposite sex. Cowell claimed that: “If we look at experience in the US, however, we may see certain warnings, which may help us avoid repeating American mistakes in our own schools. In the first place, there is no evidence at alla to show that universal coeducation in the Us has led to happier marriages. (although some have lacimed evidence of detrimental effect at segregated schooling on future marriages.). In fact,

divorce rate continues to rise; and the relative liberation at women in America seems to mean a kind of licence to neglect and abuse children...” (Barbara Cowell, p167)

B. Girls Can`t Feel Free in Mixed Schools

Boys have authority on girls in the most of the mixed schools. For example in group works they determine the last decision. Also educational system allows to do that. Finlay gives an example like: “ ‘Most of the behavioral problems I deal with in coed classroom came from girls reacting to boys posturing for girls’ says McKenna.” (Liza Finlay, p3) Girls focus better in all-girl classes. “Alison said ‘ The boys always picked on me because I am smarter than they are. In all-girl classes, the teachers word things better and say them differently. In mixed classes, they say things more simply for the boys... 7th grader, Nancy reported that ‘In mixed classes, you are too nervous to ask a question and be wrong and the boys might laugh at you. We get higeher grades because we pay attention more and don`t get distracted.’ The comments of 6th grade girls reinfroced the conventional wisdom that girls experience more freedom in single-sex academic classes, particularly math and science. Alison, 11, said she ‘loves all-girl classes’, especially math classes, because she’s good at math. She emphasized that in all-girl classes, ‘you don’t have to worry about boys making fun of you’.” says Frances Spielhagen. (Frances R. Spielhagen, p2). IV. Socializing Problems A. Learning Characteristics of the Other Sex “Wilterson says: ‘Each sex may learn in the style easiest for them, but it may be a disadvantage not to learn the characteristics of the other sex.’” (Liza Finlay, 2004, p3). Educators accept this threat but they have a alternative solution to this, like single-sex classes in mixed-schools. Also social centers can be placed closer to this schools through this boys and girls socialize and talk with each other.

B. Prepare Kids for the Real World “’If school is intended to prepare children for adult life, shouldn`t the sexes be learning to coexist?’ asks Amanda Fernande`s Mother”. (Liza Finlay, 2004, p3). The solution of this question is seperate children between specific ages like between eleven to sixteen. After these ages, seperation would not be beneficial anymore. V.

Conclusion