The Effects of Co-Education on the Performance of Girls and Boys in KCSE in Taita Taveta District of Coast Province in Kenya
Loading...
Date
2014-06-19
Authors
Wasike, C.M.
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
An analysis of academic performance in reports at Kenya Certificate of Secondary Education
(KCSE) has often indicated that performance in single sex secondary schools tends to be better
than in mixed secondary schools. This study investigated the environmental
education at public secondary schools that affect learners' performance.
factors include gender ascribed roles that inhibited learners'
factors in co-
The environmental
achievements. The study also
assessed the effects of coeducation on girls and boys learning behaviors in coeducation
secondary schools. Both qualitative and quantitative
Bandura's
Social Cognitive
data were adopted by use of Albert
Theory of Gender Development
and "Differentiation
Findings
indicate that single sex schools perform better than the co-educational schools. This reveals the
need to enhance overall performance
and general achievement
of both boys and girls and
particularly in mixed schools. It is recommended that more. single sex schools should be
established if performance in KCSE has to improve, and this may be the case nationally as well.
The already existing coeducation schools should as an intervention create single sex classrooms
to avoid distractions caused by the presence of the different sexes in the same class. This
separation could enable teachers to reasonably address the gender differences that are associated
with either sex during the teaching and learning process.