The Comparison Between Students of Coeducational Schools and Single-Sex School in Malaysia
Abstract
The study aimed to determine which type of school appeared to be better because it has been a concern for parents when choosing schools for their children. The study also compared pupils’ socio-emotional, peer victimization, extracurricular achievements, academic performance, and career aspirations in three types of schools in Kuantan, Pahang. Data from three different schools were collected using a single cross-sectional with probability sampling design and analyzed using R programming. The result showed that pupils in girls’ schools performed better in mathematics and science than in boys’ and coeducational schools. Furthermore, pupils in boys’ schools were more interested in extracurricular activities than in coeducational schools. However, it was found that pupils in girls’ schools were more inspired to determine their future careers as compared to pupils in boys’ schools. Therefore, the study concluded that single-sex school was better regarding academic performance, career aspiration, peer victimization, and extracurricular activities. The study results suggest that students or parents choose the best path or school for their future endeavors.
References
Booth, A. L., Cardona-Sosa, L., & Nolen, P. (2018). Do single-sex classes affect academic achievement? An experiment in a coeducational university. Journal of Public Economics, 168. https://doi.org/10.1016/j.jpubeco.2018.08.016.
Dahlia, D., Sutrisno, S., & Qibtiyah, A. (2021). Early Childhood Sex Education Media as a Preventive Step for Sexual Violence. Jurnal Ilmiah Peuradeun, 9(3), 607-622. https://doi.org/10.26811/peuradeun.v9i3.656
Dustmann, C., Ku, H., & Kwak, D. W. (2018). Why Are Single-Sex Schools Successful? Labour Economics, 54, 79–99. https://doi.org/10.1016/j.labeco.2018.06.005.
Eisenkopf, G., Hessami, Z., Fischbacher, U., & Ursprung, H. W. (2015). Academic Performance and Single-Sex Schooling: Evidence from a Natural Experiment in Switzerland. Journal of Economic Behavior and Organization, 115, 123–143. https://doi.org/10.1016/j.jebo.2014.08.004.
Forgasz, H., & Leder, G. (2020). VCE STEM Subject Enrolments in Coeducational and single-Sex Schools. Mathematics Education Research Journal, 32(3). https://doi.org/10.1007/s13394-019-00271-4.
Franklin, D., & Rangel, V. S. (2022). Estimating the Effect of Single-Sex Education on Girls’ Mathematics and Science Achievement. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2022.2108461.
Gee, K. A., & Cho, R. M. (2014). The Effects of Single-Sex Versus Coeducational Schools on Adolescent Peer Victimization and Perpetration. Journal of Adolescence, 37(8), 1237–1251. https://doi.org/10.1016/j.adolescence.2014.08.011.
Hubbard, L., & Datnow, A. (2005). Do Single-Sex Schools Improve the Education of Low-Income and Minority Students? An Investigation of California’s Public Single-Gender Academies. Anthropology & Education Quarterly, 36(2).
Hughes, T. A. (2006). The Advantages of Single-Sex Education. National Forum of Educational Administration and Supervision Journal, 23(2).
Ismail, I. (2023). The Development of Islamic Feminism in Malaysia. International Journal of Islamic Thought, 23(1), 39-49. https://doi.org/10.24035/ijit.23.2023.254
Jacobs, J. A., Karen, D., & McClelland, K. (1991). The Dynamics of Young Men’s Career Aspirations. Sociological Forum, 6(4). https://doi.org/10.1007/BF01114404.
Jackson, C. K. (2012). Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. Journal of Public Economics, 96(1–2). https://doi.org/10.1016/j.jpubeco.2011.09.002.
Juvonen, J., Nishina, A., & Graham, S. (2000). Peer Harassment, Psychological Adjustment, and School Functioning in Early Adolescence. Journal of Educational Psychology, 92(2), 349–359. https://doi.org/10.1037/0022-0663.92.2.349.
Kenway, J., & Willis, S. (1986). Feminist Single-Sex Educational Strategies: Some Theoretical Flaws and Practical Fallacies. Discourse: Studies in the Cultural Politics of Education, 7(1). https://doi.org/10.1080/0159630860070101.
Killeya-Jones, L. A., Costanzo, P. R., Malone, P., Quinlan, N. P., & Miller-Johnson, S. (2007). Norm-Narrowing and Self- and Other-Perceived Aggression in Early-Adolescent Same-Sex and Mixed-Sex Cliques. Journal of School Psychology, 45(5), 549–565. https://doi.org/10.1016/j.jsp.2007.04.002.
Krejcie, R. v, & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308.
Lee, V. E., & Lockheed, M. E. (1990). The Effects of Single-Sex Schooling on Achievement and Attitudes in Nigeria. Comparative Education Review, 34(2), 209–231. https://doi.org/10.1086/446918.
Law, H., & Sikora, J. (2020). Do Single-Sex Schools Help Australians Major in STEMM at University? School Effectiveness and School Improvement, 31(4). https://doi.org/10.1080/09243453.2020.1755319.
Park, H., Behrman, J. R., & Choi, J. (2018). Do Single-Sex Schools Enhance Students’ STEM (Science, Technology, Engineering, and Mathematics) Outcomes? Economics of Education Review, 62, 35–47. https://doi.org/10.1016/j.econedurev.2017.10.007.
Signer, B., & Saldana, D. (2001). Educational and Career Aspirations of High School Students and Race, Gender, Class Differences. Race, Gender & Class, 8(1), 22–34. http://www.jstor.org/stable/41674958.
Slota, M. J. (2012). Evaluating Homogeneous vs. Heterogeneous Groupings in a K-12 Setting: Do Same-Sex Classrooms Affect End-of-Grade Exams? Dissertation Abstracts International Section A: Humanities and Social Sciences, p. 72.
Stevens, C. J., Puchtell, L. A., Ryu, S., & Mortimer, J. T. (1992). Adolescent Work and Boys’ and Girls’ Orientations to the Future. The Sociological Quarterly, 33(2), 153–169. http://www.jstor.org/stable/4121139.
Stevens, C. J., Puchtell, L. A., Ryu, S., & Mortimer, J. T. (1992). Adolescent Work and Boys’ and Girls’ Orientations to the Future. The Sociological Quarterly, 33(2), 153–169. http://www.jstor.org/stable/4121139.
Steep Rise in School Bullying Cases. (2017, August 17). The Star.
Tozer, M. (2013). ‘One of the Worst Statistics in British Sport, and Wholly Unacceptable’: The Contribution of Privately Educated Members of Team GB to the Summer Olympic Games, 2000–2012. The International Journal of the History of Sport, 30(12), 1436–1454. https://doi.org/10.1080/09523367.2013.814643.
Watson, C. M., Quatman, T., & Edler, E. (2002). Career Aspirations of Adolescent Girls: Effects of Achievement Level, Grade, and Single-Sex School Environment. Sex Roles, 46(9–10), 323–335. https://doi.org/10.1023/A:1020228613796.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: (1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal; (2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal; (3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).