Abstract:
The purpose of this research was to conduct a comparative study to find out which setting
performs better between students in Coeducational Instruction setting and Students in Singlegender
Instruction setting. In this research process, the researcher compared the performance of
students who receive instruction in single-gender classroom with the performance of other
students who receive instruction in a coeducational classroom. The population of the study was
756 students of both single and mixed-gender streams which are classified into two groups (A &
B). Out of this, one single-gender male class of 268 students (group A) and one coed class of 488
students (group B) were sampled from Islamic University of Technology (IUT). The researcher
adopted quasi-experimental research design. The instruments used for data collection was the
summative assessment of first and second semester result of both groups that serve as a test
instruments. Frequency counts and the Arithmetic means were used for descriptive analysis. The
independent sample t-test statistical technique was used to test the hypotheses. This study is
anchored on (Bandura, 2001) social learning theory since it emphasizes the importance of
biological, social and cultural impacts on human behavioral development and learning especially
on gender and genders specific traits and roles. So also an online survey questionnaire was
distributed to determine how well the experimentally obtained results expected theoretically on
the hypothesis. The Chi-square statistical technique was used to test the hypotheses as a test of
„goodness of fit‟ (Rao, 2002).
Based on the analyses and interpretation of the data, the researcher found that Students who receive
instruction in co-ed class are more motivated to prepare well in making good presentation in the
class than students who receive instruction in single-gender class. On the other hand, it was found
that Students who receive instruction in single-gender class enjoy working in a group project or
assignment more often than those students who receive instruction in co-ed class. The study also
found that male students perform better academically in single-gender classes in contrary to their
academic performance when mixed with female in same classes. Thus, single-gender instruction
could be a more favorable environment for male students than coeducational instruction
environment.
