Single-Gendered Male Classrooms: Do They Have An Effect On Student Achievement?

This research study explores the nature of single-gendered education and strives to determine what if any effects are produced from student participation in this type of educational setting. This study investigates whether or not there are any results in three aspects of student achievement, that being academic achievement, behavioural effects and social ramifications of single-gendered education. The purpose of this research is to determine alternative practices to the standard coeducation classroom setting and to see if they are beneficial to students’ academic, social and behavioural growth as students and individuals. This study draws on the research from experts in the field and was conducted by utilizing first hand accounts of two educators currently involved in the creation and implementation in single-gendered educational classroom settings through face-to-face interviews. Findings of this study point to the benefits which can be attributed to learning in a single-gendered classroom, not only for the students, but for the educators in those classroom settings as well. This is a powerful alternative, which can be extremely beneficial to student academic learning and social and behavioural progression as both students and individuals