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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

Research Outline
I. Introduction A. Statement of the problem B. Objectives C. Significance of the Study D. Scope and Delimitations E. Limitations of the Study II. Body A. Background of the Study 1. Importance of Education 2. The Roles of Education to a Child 3. Benefits of Entering a Coeducational School 4. Benefits of Entering an Exclusive School 5. Factors Influencing the Social Abilities of a Child a) Types of Personality b) Kind of Environment 6. Effect of the School to the Childs Development B. Presentation and Analysis of Data 1. Surveys 2. Interviews III. Conclusion A. Concluding Statement 1. Summary B. Recommendations 1

SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

Abstract
This study seeks to find information from different schools. It is important for people to know what kind of schools are they in, or they are planning to send their child to. There are two kinds of schools namely, Co-Educational school and Exclusive school. Co-Educational school where both sex are admitted while in Exclusive school it is limited to one gender only. The purpose of the present study is to determine if differences exist between the Co-Educational school and Exclusive school. The researchers of this study gained information from books, periodicals, newspapers and previous researchers. Also, they have conducted surveys and interviews in order to gain more information. After researching, the researchers found out that students have big differences in terms of socializing. Surveys that contains 10 questions about the things the students do, were given to 50 students. On the other hand, surveys are conducted to psychologists and parents. Psychologists say that parents have big responsibilities when it comes to a childs maturation. And the parents, however, states that it is also within the schools goals as to how a child be molded.

SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

CHAPTER ONE

SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

Chapter I - Introduction
Choosing a school for ones child is a huge factor for a childs maturity. The school is where all the learning starts. A wrong move would risk a childs mentality to the world around him. Most parents are having a hard time choosing a school for their child. This is a problem that has been with them for a long time. Parents must consider factors that would lead them on making the right decision as to where they will enroll their child. These factors are: education, religion, peers and development of the child. A parents goal for their child is to have an assurance of their childs success for the future. It is known that a school is where a child trains and prepares itself. One particular concern of the society regarding youth now a days is how to have an assurance for them to have a good life. This is also a factor that a parent must consider, the success of their child. In order to gain success, parents must do their part. And their part is to give them proper motivation. Of course, it is also their role to send their child to a school. Parents must make sure if the school gives proper education that would direct their child to the right way, which is success.

This topic will give parents and children information regarding the differences of students within the two major kinds of schools, because the environment as to where a child must be enrolled is liable to his/her development. The people around a child affect his/her maturity. This topic also aims to determine how students act on a certain kind of school. A school can be a Co-Educational school, also known as mixedsex school, or it can be an Exclusive school, also known as single-sex school. A study about the social differences between students enrolled in a single-sex school and a mixed-sex school will be conducted to give further information for parents and to help them choose a school for their child. The study will focus on the differences of students enrolled in a certain school. This study will also show a childs maturation given the individuals surrounding him. Different personalities that are molded as a child grows in the certain school will also be shown in this study. The study summarizes how the child copes up with the reality. How a child gets along with individuals either the same sex or the opposite sex. What are the factors, aside from the given above, that made him cope up well. This study will show comparisons between students in a Co-Educational school and an Exclusive school. This includes a childs activities in and out of the school. This study will also

show parents opinions on choosing a school and the reason why they sent their child in the school where their child is currently enrolled.

Statement of the Problem


The main problem of this study is the social differences of students who are enrolled in co-educational schools and students enrolled in exclusive schools. To arrive at plausible results, the group will seek answers to the following problems: A. What are the differences between Co-Educational schools and Exclusive schools? B. C. How will a school affect a childs development? How different are the students of a Co-Educational school from an Exclusive school? D. And, how easy does a child make friends with the same gender and the opposite gender? Our society has been facing a lot of issues regarding education. But this study will focus more on the issue about the separation of the opposite sex for educational purposes. For instance, a child is enrolled in an exclusive school, but what seems to be the main reason why he is there? Is it because of discipline? Another issue about this is that, a lot of people say that students who are enrolled in an exclusive school are conservative. They are far

different from those who are enrolled in a co-educational school. But the question is it really about the school? Or does all these depend upon the childs socializing skills? There are also issues about early maturity of those children enrolled in a mixed-sex school compared to those who are in a singlesex school while it is said that children mature at the same rate, which we all know is the puberty age. Parents also play a huge role for their children, as they say parents choose where to enroll their child. The main problem of the parents is how to choose a school for their child. With this, the study will aim to find what factors a parent must consider.

Objectives
The study aims to provide knowledge about the differences in terms of social aspect of students enrolled in a Co-Educational school and Exclusive school. The researchers also aim to inform parents, so that they will be able to come up with a more intelligent choice of schoolcoeducational or exclusive school-- to better equip their children in the social aspect.

Significance of the Study


In todays world, it is important that students should be able to cope up with the fast changing society. This study would benefit both parents and students in decision making whether to choose a coeducational or exclusive school. The study will also be able to answer the doubts of parents whether their childrens social capability is influenced by the school that their children is enrolled in. The study would also benefit teachers by letting them have knowledge on how they will help the child to cope up with the modern day world. Or perhaps, lead them to the right way eliminating any biases with education. This will also benefit the department of education for they will also gain information from this study.

Scope and Delimitations


The scope of this study will examine relating to interaction of students within their school environment, their delinquency and selfesteem. This study considers every aspect of students adaptation and socio-emotional development that has an impact on their

performances such as how they interact and behave with others, how they live in a community whether they prefer to live as part of a group or to live alone, their unlawful behavior and failure to fulfill a duty,

commitment or responsibility. It will also entail the ability of parents to provide the best kind of school to their children.

All students are considered as respondents to this study, but the team will only limit the number of respondents to 50. This will allow the researchers to collect information and also see the difference between the two sides. The team is said to visit neighboring schools to conduct surveys to know the personality of each student. Visiting these schools will also entail interviews. The team is assured that these students have differences. This study does not need a lot of time to be conducted. With the said time these things shall be done: the preparing of surveys for the students to answer, interview questions, and gathering of information from books, periodicals and previous researchers.

The Limitations of the Study


The scope of this particular study is very broad and far-reaching, but it limits its coverage on students enrolled in schools within the bounds of what the team can conduct. The team will not be able to conduct all the schools that are in the country, because this is very time consuming and requires a lot of funds to be able to conduct such

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study. The team will only limit the study to 6 schools. And they will do what they can in order to accomplish this research.

Furthermore, some schools release inadequate information that will not help to complete our research. Besides, there are still a few schools that dont have their own school websites yet, which can terminate further information that the team will need for the study. This study will be limited to examining ordinary students, disregarding those who have mental disabilities or other psychological disorders, determining their social interaction in the community.

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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

CHAPTER TWO

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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

Chapter II - Review of Related Literature


In a family, the most valuable thing one can get is education. At a young age, a child is already taught of what is right and what is wrong. Teaching the important values starts at an early age. At a young age, minds are prone to the negative influences that come from the environment. According to the article Value of Education Stressed, the importance of educations good example would be seen as parents doting on the children. If parents failed to bestow proper education to the child, parents would have a hard time correcting the child later on. Another example is the juvenile delinquent; a major factor that causes these individuals to be in that condition is the lack of education. These individuals needed attention from the parents, as resulted to being exposed to the bad elements of the surrounding. The role of education is important to every child. Sending a child to school prevents the child from doing the bad things. The child would also be aware of the things that are right and wrong. Children will have the ability to distinguish one thing from the other. More proper training will be given to these children at school. So at the age of three, parents start to send kids to a nearby nursery. 13

The object of education is to prepare the young to educate themselves throughout their lives. Robert Maynard Hutchins said. Hutchins statement suggests that education is training for every child. A training that prepares a child for the future. A childs life will depend on how much learning has been taken, or how far did the child go. Education acts a major role on a child. Not only education enhances a childs abilities. But also education allows a child to be aware of the surroundings. Basic education must be taught to a child as soon as possible; Reformative education can be taught during a childs older years. Choosing a school is very important when it comes to every citizen of a certain country. With this a citizen is obliged to either be home-studied or be enrolled to a school. A school is where the learning starts. The two major types of schools are co-educational and

exclusive. In a co-educational school, both male and female are together in one campus. The opposite sexes mingle with each other, do things together and of course achieve together. As defined on the World Book, co-education is the teaching of males and females together in the same class or school. On the other hand in an exclusive school, students still do things together and achieve goals together but students do it with the same

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sex. Exclusive schools will either be a female exclusive school or a male exclusive school. The article written by Kate Ninnes entitled Single Sex Schools V.S. Coed Schools tackles about the differences between exclusive schools and co-ed schools. When coming out to the society, students that are enrolled in a single sex schools, had a difficult time expressing opinions toward the opposite sex. A dilemma, often experienced by exclusive schools students, is making friends with the opposite sex, which seems to be a hard job to do. The findings of Ninnes article is relevant to the groups research study which shows that student studying in a co-educational school are more likely to have the confidence to socialize with the opposite sex; while students enrolled in a single sex school are more likely to lack the social capability. In Pamela Haags article, K-12 Single-Sex Education: What Does the Research Say? Studies show that the effects of school type for girls may vary in single-sex and co-educational school. The researchs findings indicate that girls have higher self-esteem in single-sex school compared with the co-educational school. This means that girls have confidence when surrounded by girls as well, and are comfortable with each other unlike in a co-educational school, which girls needs to be the best. Girls will rely to no one but themselves; therefore self-esteem is at the highest point. Studies

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have

typically

used

multidimensional

measures

composed

of

subcategories such as academic, athletic and social esteem. As also mentioned in the article. Research proves that girls in single sex school are more likely to be unstable in terms of own behavioral conduct. It is because girls have the tendency to distinguish among themselves the right and wrong of each other. Studies also say that differences in training, emotional and social standards are present. That is why a number of girls are in favor of being admitted to an exclusive school. Reasons for preferring exclusive school have something to do with the different training, vocational, emotional and social needs of the study, as Chamnun Paringam said. Paula Carolina Malay, writer of the article In Behalf of the Children, stated, Socialization is crucial. The very young person should learn early in life to give and take, to get along with others. Thats why playmates and peers are important. The statement may favor a co-educational schools point of view; a school is where the children (opposite sex) have the opportunity to interact with each other. Interaction includes doing activities together, working as a team where one plays a role, and of course identifying the difference between being a girl and being a boy. In a co-educational school, students already have a glimpse of what to see in the real world.

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Students will just have to make a step up in order to cope up with the reality. Co-education brought change in the society by helping man and woman understand each other more; an education that made girls and boys comfortable with each other. Co-education also made students to be interactive, competitive and confident. As mentioned in Girish Patils answer to a question, co-educational schools students become more helpful in terms of a bigger community, because the students enrolled here are aware of what is happening, and how to solve a certain problem. As Paringam also said, Reasons for preferring co-educational school are the desirable, natural and realistic atmosphere for growing up boys and girls and the discipline that results from the favorable atmosphere. In co-educational school, boys and girls experience the real atmosphere that will be felt once they stepped out of the four walls of the classroom. Allan John mentioned in the book entitled, The Human Difference, about what brings people together. A study has been made where Dr. Michael Argyle said that there are seven basic drives that state on how people are brought together. The hunger we all have for intimate relationships with close friends, the urge which propels us to strike up a friendship with strangers, brings people

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together. Dr. Argyle studied a group of girls and a group of boys in the same room to accomplish a simple task made all the girls friends at the end of the session, while the boys in the same situation were still strangers at the end of the session. This suggests that girls have the ability to socialize than boys do. Also, a book entitled Collaborative Working, which was written by Paul Light, tackles more about interaction. Martin Hughes and colleagues did an experiment where they gathered a number of 7 year olds and grouped them by pairs of boy-boy, girl-girl, and boy-girl. Like what Dr. Argyle did, the children are ought to finish a task. After quite sometime, the activity resulted to the success of all ten boy-boy pairs, and also nine of the boy-girl pairs. The study suggests that boy-boy partnership tends to accomplish completely. And also a male student in partnership with a female student may have variations to the percentage of success. However, only two of the girl-girl pairs completed the task. The experiment shows that boys and girls work differently. Coming from an article entitled Educating All Kinds of Minds, states that childrens social abilities can reveal a lot of strengths and shortcomings, meaning a childs way of interacting with the other children still depends on the personality the child possess. A child will experience number of things, which will have a big impact on the

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childs maturation. Some kids are born with distinct social talents that make them easily form friendships and solid reputation; others still need to be taught how to relate. As a child grows older, his/her social abilities will also be improving. Rocio Kapunan mentioned in his book Educational

Psychology, that boys and girls are better off to mature together. Boys and girls act depending on the current age. Kapunan also stated that as a child grows older proper training must be given to the child; therefore, giving the teachers a vital role for the students. A teacher is responsible for making the schools environment better, given the fact that boys and girls have differences. A school program should give allowance for boy-girl differences and there is no person more competent to do this than the classroom teacher himself. There are a thousand ways of making possible a harmonious atmosphere in the classroom in spite of the differences among girls and boys. Kapunans study seeks the readers to understand the difference between the social ability of the students; social abilities that complements each other and makes the environment better. There are two major types of personality. One is being an extrovert; and two being an introvert. Individuals in the world may either be an extrovert or outgoing, or be an introvert or shy. Being an introvert or extrovert has a great impact when it comes to social

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differences. Some individuals are born with a gift of making friends without any feeling of hesitation; while the others are not. Studies shows that if a child is too shy, a parent must be aware that the child will have a hard time working in groups. The parent will either find a solution to his problem or leave the child as is. A childs personality should not be neglected. Personality is very vital to a childs development; which includes the choice of schools, friends, etc. Because once the parent would not cope up with the childs personality, the problem can lead to a childs problem with working in the chaotic world. Introvert or extrovert, a parent must respond at once. Interest in single-sex education within parents is very much tackled about recently. Some parents prefer the child to be enrolled in a single sex schools but some in co-educational schools. Each parent has a choice and perspective in selecting a school. Parents may depend on feedbacks or personal experiences. Parents need to be assured as to where their child is studying. In this society, people are uncertain of what would the future brings. So as much as possible, parents guarantee their child of success by admitting them into a good school. But how do parents choose? Parents consider how a certain school shapes the childs character, the education the school gives and also the principles the

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school gives.

Often times, parents have hard time choosing

especially when a child is going for the secondary level or high school level. At this point, a child is beginning to have eyes that might risk everything. Also, the parents are to make sure if the school still holds on to the mission and vision. If not, then parents should reconsider. Education plays a vital point in the life of every Filipino. This is what Brother Eddie Villanueva wrote in the article, The Best Education. In fact, the part education has occupied in the Filipinos society has become too harsh given that life has been doubly hard for the citizens who cannot afford to study nor present a diploma when applying for a job. Not having proper education in the Philippines is a burden to every family. Lack of education has become too much a burden in our dogmatic social set up that it has almost become unimaginable for a highly educated person to be paired up with a person who has poor educational background. An ugly truth, but education in the Filipino Nation has become a great factor of success and lifes competitive edge.

Even historical accounts may prove about Filipinos and how they seek to reform the education, which was given by the conquerors of the Philippines. Even before, Filipinos who have poor family

background are not permitted to receive good education. 21

The article written by Brother Villanueva mirrors the reality of the current state of the society of the Philippines. Many Filipinos did not have the opportunity of having a proper education. The article stresses the importance of education and how education can affect a big part of a persons life here in the Philippines, if a citizen did not have proper education; a degree or anything regards formal education. It would be too hard for the citizen to get a job or earn a living for the family. Most of the time, not even a single degree would qualify for a good job; most of the time, a person must have more than one or is competitive enough to be on the said job. Many Filipinos strive hard just to have good education. Through scholarship or any way just to receive a good education. Filipinos value education more than they value what food to eat. With this, many will see that without proper education here in the Philippines would result to the lack of opportunities.

Definition of Terms
1. Co-Educational School also known as mixed sex schools, a type of school where male and females are together in one classroom.

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2. Exclusive School also known as single-sex schools, a type of school where students of the same sex are in one classroom 3. Basic Education refers to the whole range of educational activities taking place in various settings, which aim to meet basic learning needs, usually given by parents. 4. Reformative Education higher education.

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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

CHAPTER THREE

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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

Chapter III - Methodology


This research project primarily aims to know the social

differences between students studying in an exclusive school and coed school. Students studying in an exclusive school have few chances of counteracting with people of the opposite sex. Meanwhile, students studying in a coeducational school have much opportunity to mingle with people of the opposite sex. So, the researchers wanted to find out whether the school serves as a big factor in the students social capabilities. In order to achieve the objective, the group has conducted surveys and interviews. A survey was conducted to students studying in Exclusive schools and Co-Educational school. Twenty-five students were

randomly selected from each kind of school, with a total of fifty respondents. The survey consists of 10 questions, which is answerable in less than a minute. Surveys aims to arrive at to answer the main problem of the research, which is, the social differences of students studying in two different kinds of school, whether students in exclusive schools find it easy to communicate with the opposite sex, and also students in co-ed schools, provided that they have ample chances of

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mingling with the opposite sex. The survey was conducted and results were gathered within a week. The team conducted their surveys to three Co-Educational schools namely, St. Stephens High School, Chiang Kai Shek College and Hope Christian High School. Three neighboring schools with different kinds of practices are to be studied in order to meet the desired information. On the other hand, three Exclusive schools were also given the surveys, Xavier School, Immaculate Concepcion Academy, and Saint Pedro Poveda College. These schools are given the surveys not only because they have almost the same practices as the three Co-Ed schools, but also they are within reach of the team. Two parents, one from each kind of school, were also randomly selected for an interview to make up for our sample. Five questions were used for this interview. This interview aims to know the views of parents, why they prefer to enroll their child in their selected school, what are the factors that affected their choice of schools, and what are their observations regarding the social ability of their child. Lastly, two psychologists was also interviewed, in order to consult for professional answers, five questions were also given to them.

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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

CHAPTER FOUR

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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

Chapter IV - Analysis
This chapter will show the social differences of students enrolled in a co-educational school and an exclusive school, parents and how they have come up with the decision on where to enroll the child, and psychologists opinions regards with the study. Results are obtained through surveys and interviews. Students from different schools namely St. Stephens High School, Hope Christian High School, Chiang Kai Shek College, Xavier School, Immaculate Concepcion Academy and St. Pedro Poveda College, are asked to answer a survey; while a number of parents from these schools are interviewed, and also two psychologists are interviewed as well for this matter.

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I. Surveys Table 1: Number of Respondents in Co-Ed schools (SSHS, HCHS & CKSC) Name of School SSHS CKSC HCHS Total Female Respondents 7 4 3 14 Male Respondents 3 3 5 11 Total 10 7 8 25

Table 2 Number of Respondents in Exclusive schools (XS, ICA, POVEDA) Female Respondents 0 7 7 14 Male Respondents 11 0 0 11 Total 11 7 7 25

Table 1 and Table 2 show the number of respondents in Co-Educational Schools and in Exclusive Schools. The team limited the number of respondents per kind of school to 25, the total of 50 respondents all in all.

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Table 3: Easiness of Making Friends of Students in CoEducational Schools CoEducational School Yes No Total Female 10 4 14 Male 10 1 11 Total 20 5 25

Table 4: Easiness of Making Friends of Students in Exclusive Schools Exclusive School Yes No Total Female 9 5 14 Male 7 4 11 Total 16 9 25

As shown in Table 3, 80% of the sample population of students in co-educational school find it easy making friends with the opposite sex, while only 64% of the sample population of students in exclusive school find it easy, according to Table 4. The result proves that the kind of school, which a student is enrolled in, is one of the factors, which can affect the social ability of the students. Also, this finding can be a result to the environment where the student belongs. A big part of the time of a student is spent inside the school, so the students in an exclusive school are confined to have only people of their same sex

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around them, therefore, the students have lesser chances in socializing with the opposite sex, they will tend to be more hesitant when communicating with the opposite sex. It is harder for the students who are used to have people of the same sex around them to socialize with the opposite sex since most of the time; they only get to communicate with the people of their same sex. Students in co-educational schools have a lot more chances, because they would be required to communicate with the opposite sex in classrooms, when they engage with group activities. Assuming they are enrolled in a co-educational school since they started schooling, they were already used to socializing with the opposite sex, thus they will find it easier to make friends with the opposite sex.

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Table 5: Number of Friends of Students enrolled in CoEducational Schools CoEducational School More Girls More Boys Equal Total 8 1 5 14 0 2 9 11 8 3 14 25 Female Male Total

Table 6: Number of Friends of Students enrolled in Exclusive Schools Exclusive School More Girls More Boys Equal Total Female 10 0 4 14 Male 0 6 5 11 Total 10 6 9 25

Table 5 suggests that students from Co-Educational schools have equal friends, which means either boys and girls are their friends, while Table 6 shows that students enrolled in Exclusive schools have more friends depending on what gender they are. This could be a result of socializing only with 1 gender, unlike in Co-Educational Schools they are able to socialize both with boys and girls, which explains that they have equal friends all in all.

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Table 7: Personalities of students in Co-Educational Schools CoEducational School Silent Type Outgoing Total Female 7 7 14 Male 5 6 11 Total 12 13 25

Table 8: Personalities of students in Exclusive Schools Exclusive School Silent Type Outgoing Total Female 3 11 14 Male 4 7 11 Total 7 18 25

As shown in Table 7 and Table 8, both of the sample population of students in co-educational school and exclusive school has a majority of outgoing personality type. It can be concluded that the kind of school, which a student is enrolled in, has a minimal effect on his/her personality. A persons personality is developed starting from an early age. It depends on how the parents train them, and also depends on the past experiences that the person had. Looking into the statistics of the survey, 52% of the students in co-educational school are outgoing, while 72% for the exclusive school. There is a difference of 20% between the two schools An explanation for this could be knowing that exclusive schools contains students with the same sex. It

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is easier for same genders to open up with each other, they will more at ease with each other. The students will be more willing to express their opinions, thus the tendency is they tend to be more extrovert. While students in co-educational schools will have a bigger possibility of keeping what they thought in mind to themselves. When faced with the opposite sex, they may be hesitant to express themselves, thus they become more of a silent type person.

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Table 9 Parents and Friends of Students in Co-Educational Schools CoEducational School Yes No Total Female 5 9 14 Male 4 7 11 Total 9 16 25

Table 10: Parents and Friends of Students in Exclusive Schools Exclusive School Yes No Total Female 2 12 14 Male 5 6 11 Total 7 18 25

In Table 9 and Table 10, students from exclusive schools and coeducational schools have similarities. They feel comfortable with the friends they have right now. So whenever they are with their parents, and their friends see them, they are not but proud of what their parents are, and also for the friends they have. The school is a medium for starting a friendship with different kinds of people. It is where strong relationships can be formed. Majority of the sample population answered that they do not feel ashamed when their friends see them with their parents. It can be concluded that the students in

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two of the different kinds of school know that they are fully accepted by the group of friends they have, they do not feel ashamed of what their family background is, and what their true identity is. Majority of the students have built a strong foundation with their friends.

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Table 11: The Usual Company of Students in Co-Educational Schools CoEducational School Friends Family Members I dont usually hang out Total Female 7 6 1 14 Male 6 5 0 11 Total 13 11 1 25

Table 12: The Usual Company of Students in Exclusive Schools Exclusive School Friends Family Members I dont usually hang out Total Female 5 6 3 14 Male 6 4 1 11 Total 11 10 4 25

Both Tables 11 and 12 suggest that students from CoEducational Schools and Exclusive schools hang out more with their friends than their family, but the results have a little difference, which means that even if they hang out with their friends they still hang out with their family. However, there are a number of students from Exclusive schools who dont usually hang out, while only 1 student from a Co-Educational School said that he/she doesnt hang out. 37

Table 13: How Well Does a Student in Co-Educational Schools respond CoEducational School Im always straight to the point I tend to say things I dont really mean I dont express my opinions Total Female 11 3 Male 6 5 Total 17 8

0 14

0 11

0 25

Table 14: How Well Does a Student in Exclusive Schools respond Exclusive School Im always straight to the point I tend to say things I dont really mean I dont express my opinions Total Female 7 3 Male 5 4 Total 12 7

4 14

2 11

6 25

Both Tables 13 and 14 states that students respond well and are straight to the point when being asked a question. However a number states that they tend to say things that they dont really mean. No 38

student from Co-Educational schools stated that they dont express their opinions while 6 students from Exclusive schools said that they dont express their opinions at all. This could be a result of personality differences.

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Table 15: Close Friends of Students Enrolled in Co-Educational Schools CoEducational School 0-5 6-10 11-15 16-20 Total Female 7 6 1 0 14 Male 5 4 1 1 11 Total 12 4 2 1 25

Table 16: Close Friends of Students Enrolled in Exclusive Schools Exclusive School 0-5 6-10 11-15 16-20 Total Female 3 8 3 0 14 Male 3 6 2 0 11 Total 6 14 5 0 25

Table 15 shows that majority of the students in co-educational school have a range of 0-5 close friends whom they can share their secrets with. Meanwhile, Table 16 shows that majority of the students in exclusive school have a range of 6-10 close friends whom they can share their secrets with. These results show that students in coeducational school have more difficulty in developing close relationship with friends. This finding can be explained by the fact that they belong 40

to a school, which have an environment of having both genders. People are more open to their same sex rather to the opposite sex; therefore they will have more difficulty finding for close friends. Not many of their classmates will become their close friends since their classmates comprises of both genders. Meanwhile, in exclusive school, students are surrounded with people who are of their same sex, so it will be easier to develop a close relationship among the classmates. They will be more open to express their opinions publicly, because they will not hesitate unlike when with the opposite genders in the classroom.

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Table 17: Things that Students Enrolled in Co-Educational Schools Do After Class CoEducational School Loiter around the school Go home immediately Attend tutor Attend extracurricular activites Total Female 4 2 6 2 14 Male 4 2 4 1 11 Total 8 4 10 3 25

Table 18: Things that Students Enrolled in Exclusive Schools Do After Class Exclusive School Loiter around the school Go home immediately Attend tutor Attend extracurricular activites Total Female 6 4 0 4 14 Male 4 2 1 4 11 Total 10 6 1 8 25

Table 17 shows that most students from Co-Educational Schools attend tutor after class, while Table 18 shows that students from Exclusive schools loiter around their school first before heading home.

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Table 19: Preference of Students Enrolled in Co-Educational Schools Co-Educational School Id rather be home alone, on the computer or something Be at the party of course I wouldnt miss the fun. Total Female 9 Male 6 Total 15

10

14

11

25

Table 20: Preference of Students Enrolled in Exclusive Schools Exclusive School Id rather be home alone, on the computer or something Be at the party of course I wouldnt miss the fun. Total Female 6 Male 5 Total 11

14

14

11

25

According to Table 19, majority of the students in co-educational school chose to be at home rather than going to party. While most of them find it easy to make friends with the opposite sex, they still remain to be more expressive toward their same sex rather than to

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the opposite sex. Party of a friend of a student in an exclusive school most probably comprises guests with more of their same sex. It will be easier for the guests to open up with each other, thus the ice will be break more easily. This causes a domino effect, when they get to know each other already, they would most probably be contacting each other again. Teenagers have bonding times in the form of hanging out, in this sense, they would be going out more often, thus it will have an effect of being outgoing. As we all know, students are more

interactive with each other especially when they are with the same sex because they have similarities. Let us take their hobbies as an example. For most of the boys, they like playing basketball as for the girls, they like shopping in malls. So when students of the same sex find themselves in the same interest with each other, they tend to hangout. That is why students in exclusive schools are more outgoing. Another conclusion of the decision of the students in two different schools is that they have different preferences. According to Table 19, students in co-educational school prefer to stay at home rather than going to a party; whereas in Table 20, students in exclusive school are more willing to go to a party. It can be concluded that students in co-educational school have considerations regarding the safety, and most probably the party consists of both genders. Unlike in Table 20, students in exclusive schools are more

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willing to go to a party, because knowing that majority of the guests would consist of the same gender. II. Interviews Psychologists Question #1: Do you think that the school is a big factor,

which affects a childs social ability? Why? Psychologist 1: Yes, school is one of the biggest factors in creating a social atmosphere. It helps a child build certain identity that would later on dictate how he/she will deal with people. Psychologist 2: Yes, because the school is the venue where the child can socialize and interact with different kinds of people having different kinds of personalities and characters; each person having unique qualities. Question #2: Based on your past observations, can you

differentiate a child in an exclusive school and in a co-ed school? Psychologist 1: I dont think there is any major difference between studying in an exclusive and co-ed school. The only difference is that people from exclusive schools are more experimenting than those who are not. Psychologist 2: A child may not be able to interact well or socialize well if he came from an exclusive school

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and transferred to a co-ed school. Relating with boys is different with relating with girls, and vice versa. Question #3: Aside from school, what other factors affect a

childs social ability? Psychologist 1: Family and religion. Psychologist 2: At home especially when he is alone most of the time and he/she has no one to talk to, play with, etc. or if the child is a loner or a withdrawn person which he/she isolates himself/herself from people or if the child is an introvert person which he/ she prefers to be alone most of the time. Question #4: What can you advice parents on choosing a

school for their child and their worries on how to develop their childs social abilities? Psychologist 1: It starts from home. Build their social skills at home. Psychologist 2:There is a problem in every school. There is no perfect school. It is one of the responsibilities of the childs parents to expose their child to people at an early age so the child can develop social abilities and skills as he/she grows. Both psychologists believe that school is one of the biggest factors that affect a childs social abilities. They believe that the difference students have between Co-Educational schools and 46

Exclusive Schools is when you transfer a child from this certain kind of school to another. They also believed that the family plays a major role in a childs social abilities, it is at home where they nurture a child to become socially able and ready to face the world outside home; both psychologists advice that they must train a child at home. No such school is perfect, in order for a child to improve his/her social abilities he/she must work hand in hand with the school as well.

Parents Question #1: What are the factors that you consider in

choosing a school for your child? Parent 1(Exclusive): The core value and principles of the school. Also with Chinese curriculum, even if it just includes a subject or two. At least my son is exposed to it. And he has a background that could be useful in the future. Parent 2(Co-Ed): Christian values, standards and the schools location. Question #2: What are the reasons of enrolling your child in

that particular school? Parent 1(Exclusive): For its good name Parent 2(Co-Ed): for having the factors that I look for in a school. 47

Question #3:

Do you think that the school your child is

enrolled in affects your childs ability to make friends? In what ways? Parent 1(Exclusive): Yes, my kid tends to be individualistic, although when groups are formed, they tend to be bullies. Parent 2(Co-Ed): Yes, because the school where my child is enrolled in has many extra-curricular activities where he/she can join therefore their circle of friends is not only limited inside classroom but within the whole school as well. Question #4: Do you approve of your childs group of

friends? Why or why not? If not what do you plan about it? Parent 1(Exclusive): Yes, because they are there to support each other Parent 2(Co-Ed): Yes, because from the very start, I already made an effort to know who my childrens group of friends are; and I can see that they make good choices with regards to their friends. If ever they see that a particular friend is not whom God wants them to be with, they can discern for themselves and I pray that they continue to be in good and Godly company.

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Parents consider the schools curriculum, values and the location when choosing. Parents must have an assurance if their child is in good hands and are prepared for the future. They also make sure if the childs social abilities has improved or not. They depend on the schools extra-curricular activities, which allow the students to bond and actually improve their social abilities. Parents check if the groups their child is making friends with are fine to be with. Parents also check if the groups of friends the child have support each other. With this we can see that there are a lot of factors to consider. But the main idea is a parent must look after their child in order to meet the desired outcome they look for in a school that will be carry on to the child.

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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

CHAPTER FIVE

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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

Chapter V Summary, Conclusions and Recommendations


In general, studies showed that more students from

coeducational schools find it easy making friends with the opposite sex than students from exclusive schools. Roughly two-thirds of them consider making friends with the opposite sex as effortless. This denotes that students from Co-Educational schools can easily get along with the opposite sex simply because they are more exposed to various types of people (including the opposite sex), just like in their class activities. There are times that they are required to form some groupings for an activity, thus, making friends with the opposite sex. Unlike in exclusive schools, most of the time, they are only exposed to people of the same sex especially during classes. It is evident that most of the students from Co-Educational schools have equal friends, which comprises both boys and girls, compared to students in exclusive schools, who have most of their friends as to what gender they are. This simply means that the socialization of the students differs from each other. It depends on the environment they are adapted to.

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About one-third of the students from Co-Educational schools show that they have a range of 0-5 friends, whom they consider as close friends, whereas nearly more than half of the students from Exclusive schools say has a range of 6-10 friends whom they consider as close friends. This suggests that students from Co-Educational schools have more difficulty in developing close relationships with friends. In this study we are able to find out that students are indeed different, students from Exclusive schools are considered as

extroverts, while students from Co-Educational schools are introverts compared to those students from Exclusive schools. Psychologists stated that all these start from home. A parent is responsible for molding a child. If they wanted a child to be more outgoing, shy or just right, then they must train them at home first. The school is where they show what theyve learned from home, they showcase their personality thats why they end up hanging out with a certain crowd.

Recommendations
The researchers of this study would like to recommend the future researchers who intend to have further studies regarding this topic to have an intensive research of the background of each of the 52

schools that intend to be studied. Different schools have different traditions and cultures, and set of school rules and regulations that can also affect the social interaction of a student. The future researchers should be able to know the environment where the school is situated, how the environment affects the social differences of the students, the environment can also be a factor for the social differences. It is also recommended that more respondents be obtained for the survey. Only twenty-five students from each kind of school were requested by the group of researchers to answer the survey questions. The selected small population might still not correspond to the actual situation of whole population. The researchers had consulted two psychologists who are professionals in line with this topic. They were really of big help in this study. The researchers recommend that to the future researchers to also seek professional consultation regarding this study, interview them regarding what they know about this topic, this will greatly improve the study by making it more accurate and reliable. This study only aims to know the social difference between the two different kinds of school; the future researchers can have a further study about this topic by finding out the social disorders that might be caused by the two different schools, and what might be the solution regarding this problem. Other than finding out for the social

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differences, the future researchers are also recommended to find out for the academic skills of the students in the two different kinds of school. They can have further study whether students in Exclusive schools tend to excel more academically, or it is better to have both genders in a campus to have better grades. If future researchers want to deviate from the schools, they can find out other factors that might cause the social differences of the people. The group also recommends that future researchers find out if the different generations tend to have different trends about social differences.

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SOCIAL DIFFERENCES BETWEEN STUDENTS ENROLLED IN A CO-EDUCATIONAL SCHOOL AND AN EXCLUSIVE SCHOOL

Works Cited
Allan, John. The Human Difference. Oxford, England: Lion Publishing, 1849.92-95. Kapunan, Rocio Reyes. Educational Psychology. Quezon City, Philippines: Rex Printing Company, inc., 1974. 24-25. Light, Paul. Collaborative Learning With Computers. London, England: Rout ledge, 1993. 81-83. Co-education. World Book Volume 4 of 22. 233 North Michigan Ave. Chicago, Il 60601: World Book, Inc., 2003:752. Educating all kinds of minds. The Philippine Star. October 13, 2005: B8. Malay, Paula Carolina S. In Behalf of the Children. The Sunday Time. June 10, 1990: p.21. Value of Education Stressed. Manila Bulletin. September 1, 1994: 13. Villanueva, Bro. Eddie C. The Best Education. The Philippine Star. June 8, 1995: 18. Wise up! Philippine Daily Inquirer. June 10, 1995: C12. Co-educational Schools Against Exclusive Schools. July 28, 2009. December 12, 2010 <http://www.billboardmama.com/Exclusiveschools-for-her-against-Co-Educational- academics-p-231.html>. Haag, Pamela. K-12 Single-Sex Education: What Does the Research Say? ERIC Digest. 1998. 14 Dec. 2010<www.ericdigests.org/2001-2/sex.html/>. Ninnes, Kate. Single Sex Schools vs. Co-ed Schools. Helium Where Knowledge Rules. 22 Nov.2010.<http://www.helium.com/items/346498-single-sex-schoolsvs-coed schools>.

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Paringam, Sr. Chamnun. Co-Education and Exclusive Schools: Respondents Preferences and their Reasons. Sept. 1997. Nov. 22, 2010 <http://hdl.handle.net/123456789/147>. Patil, Girish. Advantages of Co-education. 7 Jan. 2009. Nov. 23, 2010 <www.indiastudychannel.com/forum/23405-Advantages-Coeducationa.aspx>.

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APPENDIX A
Interview questions for Psychologists 1. Do you think that the school is a big factor, which affects a childs social ability? Why?

2. Based on your past observations, can you differentiate a child in an exclusive school and in a co-ed school?

3. Aside from school, what other factors affect a childs social ability?

4. What can you advice parents on choosing a school for their child and their worries on how to develop their childs social abilities?

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APPENDIX B
Interview questions for Parents 1. What are the other factors that you consider in choosing a school for your child?

2. What are the reasons of enrolling your child I that particular school?

3. Do you think that the school your child is enrolled in affects your childs ability to make friends? In what ways?

4. Do you approve of your childs group of friends? Why or why not? If not, what do you plan to do about it?

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APPENDIX C

Survey Questions for students 1. What kind of school do you attend? a. Exclusive school b. Co-Educational School 2. Do you find it easy making friends with the opposite sex? a. Yes b. No 3. What comprises your friends? a. More girls b. More boys c. Equal 4. Describe your personality. a. Silent type b. Outgoing 5. When your friends see you with your parents, do you feel uneasy? a. Yes b. No 6. Who do you often hang out with? a. Friends b. Family Members c. I dont usually hang out 7. When being asked for an opinion, a. Im always straight to the point b. I tend to say things I dont really mean c. I dont express my opinions 8. How many people do you consider as your close friend/s? ________ 9. Where do you go after school? a. Loiter around the school b. Go home immediately c. Attend tutor d. Attend extra-curricular activities 10. Would you rather be home alone or be at someones party? a. Id rather be home alone, on the computer or doing something b. Be at the party of course, I wouldnt miss the fun! 59

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