ASSIGNMEIs Single Gender Education Better Then Co- educationNT – 1

7/29/2019 ASSIGNMEIs Single Gender Education Better Then Co- educationNT 1

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RESEARCH METHDOLOGY

SUBMITTED TO:Mr.DINESH

SUBMITTED BY: RICHA

SHIVANI


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Is Single Gender

EducationBetter Then Co-

education


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CONTENTS

DEFINING PROBLEM

REVIEWS FOR BRAIN RESEARCH OF:

BOYS

GIRLS FORMULATING AN HYPOTHESIS

COLLECTION OF DATA

ATUAL DATA RESULTS


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DEFINING PROBLEM

Our research have concluded that gender composition

plays a role in the outcome of a students academic

success and relations in the classroom. Although

there is research that concludes the effective gendercomposition plays an important role in childhood

students academic success and peer relations, not

much research has been done in early childhood

education to support this theory. Is a studentsacademic success and peer relation influenced by

their classroom gender composition?


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REVIEW FOR THE BRAIN

RESEARCH OF GIRLS

Girls can acquire their complex verbal skills asmuch as a year earlier than boys.

Girls take in more sensory data than boys.

Girls are better at controlling impulsive behavior. Girls tend to have better verbal abilities and rely

heavily on verbal communication.

Girls favor inductive thinking, adding more and

more to their base of conceptualization. They tendto begin with concrete example. Girls begin fromthe specific examples and then build generaltheory.


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REVIEW FOR THE BRAIN

RESEARCH OF BOYS

Boys rely heavily on nonverbal communication.

Boys tend to have more development in certainareas of the right hemisphere, which providesthem with better spatial abilities such as

measuring, mechanical design and geography andmap reading.

Boys tend to be deductive in theirconceptualizations, starting their reasoningprocess frequently from a general principle andapplying to individual cases.

Boys get bored more easily. This requires morevarying stimulants to keep them attentive


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FORMULATING AN

HYPHOTHESIS

Boys systematically over estimate their own ability,

while girls are more likely to underestimate their

abilities.

Girls generalize the meaning of their failures because

they interpret them as indicating that they have

disappointed adults, and thus they are of little worth.

Boys, in contrast, appear to see their failures as

relevant only to the specific subject area in which they

have failed; this may be due to their relative lack ofconcern


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COLLECTION OF DATA

we used more secondary data and less of

primary data .

Primary and Secondary data mostly

collected from:

internet

magazines co-education schools

single gender education school


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ACTUAL DATA

Why is it important to have single

gender educational opportunities for

children?

Coed schools tend to reinforce gender stereotypes, whereas

single sex schools can break down gender stereotypes.

There is very strong evidence that girls are more likely to

take courses such as computer science and physics in girls-

only schools than in coed schools. Boys in single-gender schools

are more than twice as likely to study art, music, foreign

languages, and literature as boys of equal ability attending

comparable coed schools.


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RESULT

Boys test scores were better in a mixed gender

setting and girls post-test scores were better in

a single gender setting.

Single gender P.T.S are 3.1% higher than

mixed gender P.T.S.

Overall test score averages showed a higherincrease of 12% when given single gender

instruction.


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ASSIGNMEIs Single Gender Education Better Then Co- educationNT – 1