GIRLS’ ACADEMIC PERFORMANCE: SINGLE SEX SCHOOLS VERSUS COEDUCATIONAL SCHOOLS

Abstract

Research studies had empirically shown that school systems affect the students‟ academic 
performance. This study aims to examine girls‟ academic performance in single sex versus 
coeducational schools and find out the best schooling system which enhances school girls‟ 
academic performance in Sri Lanka. The study used a qualitative research design. One single 
sex school and one coeducational school were selected from the Central Province. Applying a 
semi-structured interview method, eight interviews were conducted consisting of two 
ordinary level female students, one teacher and one mother selected under the convenient 
sampling method from each school. All the collected data were analyzedusing thematic 
analysis. Results of the study highlighted that, in both schools‟,the academic performance of 
female students were differently influenced by their involvement in extracurricular activities, 
peer relationships, subject related knowledge, education aspirations etc. Mothers reported that 
they usually encourage their daughters about their academic work regardless of whether the 
school is a single sex or coeducational one. Instead, the mothers are more concerned about 
the popularity of the schools. Teachers stated that their teaching experiences and guidance are 
different when they teach in single sex and coeducational schools. Both teachers reported that 
the girls who study in single sex schoolsachieve better academic performances than the girls 
who study in coeducational once. In conclusion, we can conclude that both systems work 
well in certain situations. Hence, we still do not have enough evidence to come to a precise 
conclusion that single sex education is better than coeducation or vice versa for school girls 
in the Sri Lankan context.