Single-sex vs. Co-ed Schools: A Study of Communication Skills

Group No: 2-06Benjamin Ang(2P102)Ho Say Kiat(2p110)Isaac Lim(2P113)Pang Shi Quan(2P124)

1) Rationale/ Feasibility of Research 2) Thesis Statement 3)Research Questions 4) Literature Reviews (A, B and C) 5) Hypothesis 6) Methodology 7) Survey Questions 8) Future Areas for Research/Extension 9) Timeline 10) Acknowledgements/References

Contents

Rationale

We read some articles that mentioned:• Co-ed and single sex schools and their respective academic perfomance• 93% of all teens have access to the internet• Approximately one third of teens said that they’ve become “close” with these people

they have met online

Thus, we felt that : Is education all about academics? Is there any other reason that brought about the

“creation” of single sex schools? Are social skills, a basic characteristic of life, slowly fading?• Language definitely plays an important role when interacting with these people.• When interacting with people online and face-to-face, we adopt a entirely new

character, person, and hence this might make one sound friendlier, hence, becoming “close” with people they have met online

• Hence we thought, what affects this then? Is it possible that different types of education might affect the language used online and during face-to-face conversations, by students of the same age group ( aged 13-16 )?

Feasibility

What makes our project different from current ones already available?

Through reflection and extensive research, we realised that very few literatures spoke of social aspects of education, but a lot spoke of academic aspects, taking into consideration the society’s common mindset of “Academics is everything.”

Hence, we decided to take on a research from a different angle-- social part of education, discovering at the same time the difference in terms of social aspects between single sex schools and co-ed IP schools.

Thus, we zoomed into a deeper understanding of the language use online as well as language use when interacting face-to-face, thus finding out more about the differences of students from co-ed and single sex schools communicating(in terms of expressiveness, openness, etc).

We are studying how secondary school students use language when communicating with people of the same age group(13-16).

Thesis Statement

Thesis Statement

A study on the differing language uses by students between single sex and co-ed IP schools of the same age group(13-16). And its effects on social skills of students, in terms of their abilities to integrate with people .

Research Questions

1) What are the differences in language use on online social media platforms, between students from single sex and co-ed IP schools?

2) What are the differences in language use in face-to-face interactions between students from single-sex and co-ed IP schools?

3) What are the reasons for these disparities ( if any ) between the language students from single-sex and co-ed IP schools?

Literature Reviews

An excerpt from :  

http://www.universitylanguage.com/guides/co-ed-single-sex-schools/

“For one thing, student diversity suffers at a single sex school. In addition, although it may be easier for students to participate actively and do well academically at a single sex institution, the real world is not single sex. It may prove difficult for students from single sex schools to adjust to a co-ed atmosphere…”

“Co-ed schools are likely to offer you more in the way of student diversity. Having both men and women in classes allow students of both sexes to interact with a wider range of people and learn how to work with and talk to people of the opposite sex.”

Literature Review A

We agree with this view point:

The source states that in Co-ed Schools, Students are “given more chances to interact with students of the opposite gender.” and “learn how to work with and talk to people of the opposite sex.”

This implies that most students in Co-ed Schools should be closer to students of the opposite gender, and will thus be more familiar and experienced when communicating with them.

In other words, students from Co-ed schools will be more expressive and open in their language with students of the opposite gender; similar to our hypothesis.

Literature Review A (cont’d)

The source also states that “For one thing, student

diversity suffers at a single sex school.”

This implies that students from Single-sex schools will not be as comfortable and experienced at communicating with others of the opposite gender, thus will be less open and expressive; which is also similar to our hypothesis.

Literature Review A (cont’d)

A reply to the question : Are single sex

schools a good idea? on a debate site. 48% of users said YES, while 52% said NO.

By a user named - R0d0Ferdy

Source :http://debates.juggle.com/are-single-sex-schools-a-good-idea

Literature Review B

User R0d0Ferdy –

> Agreed that Single-Sex schools are better than Co-ed Schools

> He said that : “Students in this type of school have to deal with a lot fewer distractions and can concentrate more on their studies. There are plenty of opportunities to have interaction with the opposite sex outside of the classroom.”

Literature Review B (cont’d)

This also implies that Single-Sex schools are

better than Co-Ed schools. Students from single-sex schools have adequate exposure to the opposite gender, to allow them to be familiar and comfortable when communicating with them.

Literature Review B (cont’d)

However, we felt that :

> Teens spent majority of their time in school, and so it takes up a large part of their social life.

> Teens will definitely not spend as much time outside as opposed to school; and all the more less time with the opposite gender, and actually interacting with them.

> Thus, teens in Co-ed schools would have more experience communicating with the opposite gender, and will be more comfortable and open when communicating with the opposite gender, which will prove to be a plus point.

Literature Review B Conclusion

Literature Review CA research paper : The Advantages of Single-Sex vs.

Coeducational Environments for High School Girls

By : Hartman, Kristen; Providence College, Providence, RI 2010

‘A project based upon an independent investigation, submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in Social Work.’

Link: http://digitalcommons.providence.edu/socialwrk_students/63

Literature Review C (cont’d)

“High school girls at Co-ed schools tend to base their self-esteem on the opinion of their male peers. Many girls are distracted by their male peers. They worry that their assertiveness in class or extra curricular activities will make the men in the school view them poorly or make them feel less attractive (Monaco & Eugene, 1992). Acceptance of others is important to adolescent girls, and acceptance for many girls consists of being accepted and well liked by boys. This is dangerous in a co-ed setting and could hold female students back from achieving what they deserve.”

Literature Review C (cont’d)This implies that being in a Single-sex school is

more beneficial for high school girls, as they no longer have to worry about the opinions of the opposite gender, and so there will be more room for them to express themselves freely, and achieve to their maximum potential.

This could be a potential reason for parents to send their children to Single-sex schools, however, every rose has its torns.

Literature Review C (cont’d) “It is reported that single-sex education does not make women

feel equal during their high school years. It makes them feel inferior because separation inadvertently tells girls they are not good enough to succeed among their male peers. This separation suggests to women that they can only be successful academically when male competition is taken out of the picture.”

“This separation is extremely unrealistic and does not prepare women for the mixed gender society which they will be immersed in post graduation. Girls who attend single-sex high school are unable to deal with the male competition in their studies like their female peers who attended coeducational schools. These single-sex graduates are not socialized in a mixed gender setting finding it more difficult to succeed than in their prior single-sex environment. All high school graduates will eventually be working or coexisting side by side with the opposite sex, therefore it is important for high school girls to learn to work cooperatively with the opposite sex before entering the real world.”

However, being in a Single-sex school will also have its inversed affects. Being in a Single-sex school will also changed the mindset of the girls, and make them rely on the lack of male competition to excel.

This serves as a downside for them, and the sudden male competition when they leave high school may prove too overwhelming to them; and cause them to underperform.

This would render their high school education in a Single-sex school useless. No matter how well they performed in high school, if they fail to perform later on in life, there isn’t much they can do.

This portion of the source shows the downsides of a Single-Sex School that many others overlooked. Single-sex schools don’t just provide the students with lesser distraction from the opposite gender, it also isolates them from the opposite gender, thereby causing them to be unfamiliar and inexperienced with interacting with them.

Literature Review C Conclusion

This source gives a balanced view of Single-sex schools. It allows us to see the pros and cons of it, and evaluate whether the pros or cons matter more, if either one overrules the other.

No doubt, the students despite being unfamiliar and inexperienced when they enter the real world, and have to compete with males, they will eventually adapt.

However, in the time they take to adapt, others from co-ed schools who have the experience and familiarity, although they may not have excelled as well in school, may also have used to time to catch up with the student from a Single-sex school.

However since it is better to everything young, Co-ed schools may be the better choice.

Literature Review Conclusions

Source A is for Co-ed Schools. Source B is for Single-sex Schools. Source C is for Both.

However, we rationalized that Co-ed schools seem to yield more benefit for the students as,

1) They equip the student with the needed experience and familiarity of communicating with the opposite gender.

2) Because they have the chance to interact so often with the opposite gender, they will be more matured and understanding.

3)With social skills taken care of in school, they do not have to worry about it when they enter society, unlike students from Single-sex schools, who although may be more intelligent, do not know how to convey their ideas and thoughts, thus losing out.

Hypothesis

Students from Single-sex schools are more open, personal, expressive and informal with people of the same gender, but less with people of the opposite gender, of the same age group ( 13-16 )

Students from Co-ed schools are open, personal, expressive and informal with people of both genders, of the same age group ( 13-16 )

Methodology and Research Design

Uncover Theories in Sources

Understand the implications each theory presents/suggests

Utilize these findings to make a conclusion

U Framework3

Analysis and Evaluation Process

We plan to have 2 surveys:

1) Face-to-Face Survey

2) Online Survey Target Audience: Students (13-16)

from IP schools

For the face-to-face Survey, we plan to:

1. Engage in a conversation with Students aged between 13 and 16 from co-ed and single sex IP schools.

2. Talk about everyday topics.

The following questions would be asked:

1. What’s your name and what school are you from?

2. Could you tell me more about your school, its environment and your daily life in school?

3. What CCA are you in? Do you enjoy it? Briefly, tell me about your CCA. Have you participated in any competitions in your CCA?

4. Are you satisfied with your life in school? Why?

5. What do you like to do when you are free?

6. Do like to hang out with your friends? If so, what do you all normally do?

7. Do you have any areas of interest to keep yourself entertained?

8. Do you like to listen to music? If so, what type of music?

9. Do you have anyone or any group that you idolize?

10. What do you do usually on the internet?

Evaluation

From the way they talk (e.g. tone, language used, if they stammer or are at a lost for words, eye contact and actions, body language), we will draw a conclusion as to whether they are confident, expressive or socially awkward.

Online survey

Online SurveyFor the online survey, we will ask them the following questions:

1. What school are you from?

2. On average, how many hours do you spend on social networking sites on average?

3. Do you “hang out” with your friends after school? 

4. Do you communicate more to your friends online or offline?

5. Do you find it difficult to talk face to face to your friends? 

6. How often do you talk to your friends of the opposite gender? Do you have any difficulties? (e.g. anxiety, shyness and inability to speak naturally)

7. How often do you use “emoticons” or meme references in your online speech? 

8. Are you often the one that initiates a conversation?

9. What is usually the reason for you “chatting” to a friend online? (to obtain information/ “just for fun”?)

10. Would you mind if we asked for your address?

Evaluation

Evaluation

Through this we can find out the differences in the use of language between students from co-ed and single sex Secondary schools , and also find out how "open" they are in terms of disclosing their personal information online

Future Areas for Research

Semi-finals Surveying students (as explained in “Analysis and Evaluation

Process”) Presenting Results of surveys in graphs Drawing Conclusions based on our original hypothesis

Finals

Going deeper into the subject Investigating the significance of the language used by

students of each school to communicate (e.g. the reason behind using informal language)

Roughly Gauge the effectiveness of language used and draw final conclusion

AcknowledgementsOur Sources for Literature Review:

Literature Review A : http://www.universitylanguage.com/guides/co-ed-single-sex-schools/

Literature Review B: http://youthphoria.stomp.com.sg/shoutbox/showthread.php?t=125&page=4

Literature Review C:

http://debates.juggle.com/are-single-sex-schools-a-good-idea

Timeline..

17th January 2012-discussed which mentor to choose. Decided to embark on this project after being inspired by some of our friends' posts on Facebook

26th January 2012-Finalized our Ideas at King Albert Park McDonalds 31st January 2012- Confirmed our Mentor and consulted her about our ideas 2nd February 2012- Expanded on our ideas during IS period, came up with some

basic Research Questions 4th February 2012 - Discussion + Survey Questions at Benjamin's House 7th February 2012 - Interviewing Friends at Benjamin's House 17th February 2012 – Met Mentor and discussed some key points for improvement 23rd February 2012 – Corrected past mistakes and Reviewed with mentor 24th February 2012 – Confirmed problems with research questions, went home

and discussed 10th March 2012 – Met mentor, still had problems with research questions 23rd March 2012   -Category 2 Briefing  30th March 2012   -Group Discussion + 4 Way Call / Discussion during IS period

@ Library  1st April 2012 – Group Discussion / Meeting to finalize Research and Powerpoint /

Consolidate information 2nd April 2012 – Group Discussion/ Amendments of powerpoint as well as literature

review, Final run-through