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ERIC Number: ED400090
Record Type: Non-Journal
Publication Date: 1996-Aug
Pages: 16
Abstractor: N/A
Reference Count: N/A
The Impact of Coeducational Schooling on Student Self-Concept and Achievement.
Smith, Ian D.
A 10-year study examined the relationship between type of school and student self-concept and academic achievement. The study was conducted at two coeducational high schools in Australia, one of which had been an all-girls' school and the other an all-boys' school. Subjects were approximately 1,300 students from grades 7 to 11 in the two schools. Findings indicated that after the first 5 years of coeducation, both girls' and boys' self-concept, measured multi-dimensionally by the Marsh Self-Description Questionnaire II, increased substantially to a level above that which was measured when the students were in single-sex classrooms, after an initial decline associated with the transition to coeducation in the first year of the changeover. Student achievement in grade 10 English and Mathematics remained stable over the five years of the evaluation. Follow-up research after 10 years of coeducation at the two schools indicated that student self-concept remained at the high levels reported after 5 years. However, enrollments at the former girls' high school declined after an initial increase in enrollment immediately after initiating coeducation. A similar decline at the former boys' school was reversed when it changed from a comprehensive to an academically selective coeducational school. Patterns of enrollments in senior high school English and Mathematics varied yearly in the former girls' school, with a trend toward less demanding choices. School achievement in the public examinations at the end of grade 12 tended to decline at the former girls' school. (KDFB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia