Mixed schools versus single-sex schools: are there

differences in the academic results for boys and

girls in Mersin?

Gökhan Kara & Xeniya Skorobogatova

 Introduction
In the last few decades, the number of single-sex secondary educational institutes decreased
and society switched to favour co-educational schools, later becoming an alternative to
withering single-sex education. This occurred due to change of life and society, now
requiring a communication skills, especially showing a desperate need in a communication
with the polarly opposite gender. Yet, social researches still stand that single-gender
education has a positive impact on students’ academic achievement. Furthermore, it is
believed that single-sex class environments where males and females are separated appear to
be the only educational settings where students can fully focus on the educational process.
However, there is a need to admit that there is a different approaches towards the effect of
single-gender schools on pupils. These factors appear to be diverse and greatly disturb the
students. It is turning to a serious problem in modern days world making us face a demand to
choose the best.
The purpose of the research is to classify and examine features of single-gender school. The
aim is to determine how gender influences students’ academic achievement, including effect
on their upcoming individuality and choices.
According to this central research questions are:
- Does single- sex school positively affect students’ academic achievement?
- Are the conditions in single- sex environments more convenient to study and reach
success?
- Does single-gender classroom influence pupils’ future individuality and choices?
This research can lead in increase of more suitable educational settings and allow pupils to
move into a comfortable climate.