Single-sex vs. Co-ed Schools: - PowerPoint Presentation

Slide1

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

Group No: 2-06

Benjamin

Ang

(2P102)

Ho Say

Kiat

(2p110)

Isaac Lim(2P113)

Pang Shi

Quan

(2P124)Slide2

1) Rationale/ Feasibility of Research2) Thesis Statement3

)Research Questions

4) Literature Reviews (A, B and C)5) Hypothesis6) Methodology7) Survey Questions8) Future Areas for Research/Extension 9) Timeline10) Acknowledgements/References

ContentsSlide3

RationaleSlide4

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 internetApproximately one third of teens said that they’ve become “close” with these people they have met

onlineThus, 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 onlineHence 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

)?Slide5

FeasibilitySlide6

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).Slide7

We are studying

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

Thesis StatementSlide8

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 .Slide9

Research QuestionsSlide10

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?Slide11

Literature ReviewsSlide12

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 Slide13

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)Slide14

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)Slide15

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 -

R0d0FerdySource :http://debates.juggle.com/are-single-sex-schools-a-good-ideaLiterature Review BSlide16

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)Slide17

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)Slide18

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 ConclusionSlide19

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/63Slide20

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.”Slide21

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.Slide22

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.

” Slide23

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.Slide24

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.Slide25

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.Slide26

HypothesisSlide27

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 )Slide28

Methodology and Research DesignSlide29

Utilize these findings to make a conclusion

U Framework

3Slide30

Analysis and Evaluation ProcessSlide31

We plan to have 2 surveys:Face-to-Face Survey

Online

SurveyTarget Audience: Students (13-16) from IP schoolsSlide32

For the face-to-face Survey, we plan to:Engage in a conversation with Students aged between 13 and 16 from co-ed and single sex IP schools.

Talk about everyday topics.Slide33

The following questions would be asked:What’s your name and what school are you from?

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

What CCA are you in? Do you enjoy it? Briefly, tell me about your CCA. Have you participated in any competitions in your CCA? Are you satisfied with your life in school? Why?What do you like to do when you are free?Do like to hang out with your friends? If so, what do you all normally do?

Do you have any areas of interest to keep yourself entertained?Do you like to listen to music? If so, what type of music?

Do you have anyone or any group that you idolize? What do you do usually on the internet? Slide34

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. Slide35

Online surveySlide36

Online Survey

For the online survey, we will ask them the following questions:

What school are you from? On average, how many hours do you spend on social networking sites on average?Do you “hang out” with your friends after school? Do

you communicate more to your friends online or offline?Do you find it difficult to talk face to face to your friends? 

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

Are you often the one that initiates a conversation?What is usually the reason for you “chatting” to a friend online? (to obtain information/ “just for fun”?)

Would you mind if we asked for your address?Slide37

Evaluation Slide38

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 onlineSlide39

Future Areas for ResearchSlide40

Semi-finals

Surveying

students (as explained in “Analysis and Evaluation Process”)Presenting Results of surveys in graphsDrawing Conclusions based on our original hypothesisSlide41

Finals

Going

deeper into the subjectInvestigating 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 conclusionSlide42

Acknowledgements

Our 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=4Literature Review C:

http://debates.juggle.com/are-single-sex-schools-a-good-ideaSlide43

Timeline..Slide44

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

F

acebook26th January 2012-Finalized our Ideas at King Albert Park McDonalds31st January 2012- Confirmed our Mentor and consulted her about our ideas2nd February 2012- Expanded on our ideas during IS period, came up with some basic Research Questions4th February 2012 - Discussion + Survey Questions at Benjamin's House

7th February 2012 - Interviewing Friends at Benjamin's House17th February 2012 – Met Mentor and discussed some key points for improvement

23rd February 2012 – Corrected past mistakes and Reviewed with mentor24th February 2012 – Confirmed problems with research questions, went home and discussed10

th March 2012 – Met mentor, still had problems with research questions23rd 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

2

nd

April 2012 – Group Discussion/ Amendments of

powerpoint

as well as literature review, Final run-through