ABSTRACT
This study aimed to identify the relationship of learners’ social interaction and science achievement among the junior high school learners in single-gender and co-educational type of school. Through mixed-method approach, the study collected data from 30 Grade 9 students, evenly divided across single-gender and co-education. Results revealed significant differences in both social interaction and science achievement across school types, with single-gender learners exhibiting higher levels of science achievement. There was no significant relationship found between academic achievement and social interaction. Qualitative data underscored the significance of gender-based interactions on both science achievement and social interactions. The findings have significant implications for the development of an inclusive science curriculum that enhances both science and social outcomes, promoting equitable learning opportunities for all learners.
INTRODUCTION
Schools provide the skills and knowledge necessary for social and cognitive development, engage learners in ongoing interactions with their peers, which shape learners emotionally and socially, and allow learners to socialize using the existing norms and values of their communities, cultures, and of larger society. According to John Dewey (1922 as cited by Celestine Laure, 2019), the school is specifically designed to foster the learners’ mental and moral dispositions. Science achievement equips learners for the challenges and opportunities ahead, as evidenced by the positive impact of science-based interventions, such as reducing smoking rates, on societal outcomes (Edify World, 2022).
In most schools in the world, co-education has been the norm. Co-education refers to an educational system where both male and female students attend the same institutions. Its advantages include fostering mutual respect between genders, enhancing socialization skills, and preparing students for real-world scenarios. However, a downside of co-education is the potential for gender bias and distractions (Co-Education History, 2023). Thus, since the sole motivation of facilitators is to maximize academic achievement and cognitive development, establishments of single-gender education become an option to teach learners the necessary skills and knowledge.
Single-sex education allows students to learn in an environment free from distractions, emphasizing academic performance over social interaction. Single-sex education refers to an educational setup where only one gender is admitted. For instance, there are girls' schools where boys are not enrolled, and vice versa. Some educational institutions have separate boys' and girls' schools located in different areas, aiming to provide a conducive learning environment for both students and teachers (Falcons School, 2021). Research has shown that single-gender schools improve academic performance, attendance, disciplinary problems, and positive attitudes. Bauzie (2014) claimed that since the learners have great academic performance, this would lead to higher career aspirations. However, some researchers argue that single-sex schools negatively impact social growth and may promote sexism, while coeducational schools promote interpersonal skills and prepare learners for a diverse society (Saunders, 2017).
Despite the respective advantages and disadvantages of single-gender education and co-educational schools in promoting scientific achievement and social interactions in their learners, a research gap remains as to the lack of literature exploring which type of schools has a better effect on these variables, especially in the local context. In this aspect, the research aimed to investigate the relationship between the junior high school learners’ social interaction and science achievement in single-gender education and co-educational schools, along with the implications on the junior high science curriculum. Specifically, this research aimed to investigate the performance and responses of Grade 9 learners in single-gender education and co-education schools.
By shedding light on the link between these variables, the research aspired to offer valuable insights for curriculum developers, educators, and policymakers. The findings are anticipated to influence the development of evidence-based strategies for optimizing the junior high school curriculum, especially in scientific context. This may lead to inclusive learning environments and the promotion of equitable educational outcomes.
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