Single-Sex Education Is Good for Students' Academic Achievement

Outline

Discursive Essay

I. Introduction

Thesis statement:

Although parents and educators sometimes express concern that studying in single-sex schools cannot help to develop academic attainment in social communication of each gender, several scientists on the contrary argue that it has a great impact for boys' and girls' behavior and cognitive development which serve to maximize students' academic achievement.

II. Body

A. Single-sex education can make a positive impact on both boys' and girls' behavior.

1. reducing distractions from opposite gender;

2. increasing participation;

3. good condition for learning;

B. Studying in the single-sex schools gains students of each gender to express themselves and help them to open their hidden talent in the various spheres.

1. for boys in cultural and artistic activities;

2. for girls to be a leader in any spheres;

C. In spite of these benefits, there is another point of view that single-sex education does not give students social development.

1. interpersonal skills;

III. Conclusion

As Washington (n.d) acknowledges "Education is the key to unlock the golden door of freedom". Education is an important piece of life; this is a fundamental part of social development. Today, this topic becomes crucial and simultaneously controversial because disagreements are numerous when people often face with a choice of school; this is a first stage of development and a key to open doors in the future. Many researchers specified advantages and disadvantages of all educational systems beginning from the class-sizes and finishing with the system of single-sex education. This is arguable, because some people are for and some people are against of their children studying in such schools. Currently, single-sex education is the most beneficial with a right direction of bringing up children and developing competitive abilities which is good for stimulating higher academic achievements. Additionally, the traditions of separate teaching are strong and very popular. Although parents and educators sometimes express concern that studying in single-sex schools cannot help to develop academic attainment in social communication of each gender, several scientists on the contrary argue that it has a great impact for boys' and girls' behavior and cognitive development, which serve to maximize students' academic achievements.

Single-sex education can make a positive impact on both boys' and girls' behavior. Firstly, single-sex classes reduce distraction which is detrimental on students' academic pursuit. For instance, Vail (2002) affirms "By far, the advantage most often associated with schooling boys and girls separately is that it eliminates distraction" (as cited in Hughes, 2006-2007, p.9). Moreover, most students in co-education schools spend a lot of time worrying about what the other genders think of them. In other words, studying at single-sex schools advances the academic feat of both representatives of genders and helps them to be extremely concentrated on study. Secondly, another characteristic of improved behavior is increasing participation. Both girls and boys in single-sex schools participate better than in co-ed schools and feel more comfortable themselves when opposite sexes are not in the class. Streitmatter (1998) determines and compares how girls get attainment without boys in single-sex classes. (as cited in Hughes, 2006-2007, p.9). As a result, in the single-sex classes 87,5% of the girls made an "A" and 12,5% of the girls made a "B". It means that girls in single-sex classes have higher educational aspiration than their counterparts in co-education classes and profit more without boys' involvement. Thirdly, another argument for single-sex education is boys and girls learn differently and environmental learning style should be appropriate for improving students' academic achievement, because the classroom learning environment contributes to student academic performance. For example, Hughes (2006-2007) explains "In co-educational classrooms, girls are often passive and submissive whereas males are more assertive and aggressive, vying the teacher's achievement" (p.12). Moreover, Swain and Harvey (2002) add that inactivity of girls are usually shown in a group discussion where they are not effective in talking among others and are not objecting to their male counterparts (as cited in Hughes, 2006-2007, p.12). Therefore, single-sex schools better choice for teachers to meet individual learning of each gender, and such education allows them to adjust their curriculum and teaching style to the particular patterns of males and females. Brott (2006) claims that the other essential point is the occasion for boys being taught by the same gender,

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