LIVED EXPERIENCES OF STUDENTS FROM SINGLE-SEX SCHOOL WHO

TRANSFERRED TO
SAN BEDA UNIVERSITY A.Y 2019-2020

A Research Paper Presented to the

Faculty of Integrated Basic Education Department
Senior High School San Beda University
City of Manila

In Partial Fulfillment of the Requirement

for the Subject Practical Research 1

Presented by:
DELA ROSA, Vince Gabriel A.
GALANG, Gerard Raymund S.
MOJARES, Shanley Louise A.
TABUG, Christian Omar N.
TALDE, Julliana Michaella

Presented to:
URIBE, John Mar Q., LPT

September 2019
 CHAPTER I

BACKGROUND OF THE STUDY

This chapter provides the background of the study and connects it to a bigger

picture. This includes the problems that are needed to be answered, the objectives

of the study, the scope and delimitation of the study, the significance of the study,

the conceptual framework, the research paradigm and the definition of terms.

Introduction

The education system plays a very important role in making the world a better

place to live in the most civilized way. A country is said to be developed only if it has a

very good education system. It works towards creating gender equality in all the fields

that also comes with respect. Even though gender equality is being respected and nur-

tured in all parts of the world, there are still thousands of doubts raised about having a

co-education in schools.

According to Reddy (2016), co-education is a system where both the genders

(male and female) participate in the same learning center or an educational institution. In

this process, both the genders would benefit equally in learning or attaining knowledge

from the institution. This method of education even though is becoming common all over

the world, as there are still few parts of the country who sometimes feel, segregation is

for the betterment of the learning process. However, there are few who feel, segregation

of the genders causes trouble to the learning process and makes it more complicated.

In contrast, single -sex education is the practice of conducting education where

male and female students attend separate classes or in separate buildings or schools.
The practice was common before the nineteenth century. Single-sex education in many

cultures is advocated on the basis of tradition as well as religion. There has been a surge

of interest and establishment of single-sex schools due to educational research.

According to University Language (2018) the pros and cons of a Single-Sex

Schools are many students find it easier to focus on academics when they aren’t dis-

tracted by members of the opposite sex, and may find it easier to participate actively in

classes where everyone is the same sex. Others enjoy the camaraderie that often con-

nects classmates at single-sex schools. But that advantage can also be a disadvantage.

In addition, although it may be easier for students to participate actively and do well aca-

demically at a single sex institution, the real world is no single sex. It may prove difficult

for students from single sex schools to adjust to a co-ed work atmosphere after they

graduate.

Furthermore, the pros and cons of 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. However, the mixing of the sexes can also serve as a disad-

vantage for some students at co-ed schools. Students who are intimidated by the opposite

sex may find it difficult to participate in class at co-ed schools, while others simply find the

opposite sex to be a distraction from their academic work.

 Hart (2016) stated that research on the overall effectiveness of single-sex education

remains inconclusive; however, some research does indicate that benefits other than ac-

ademic achievement may be possible with a single-sex format. Advocates argue that

when single-sex environments are structured by not only separating boys and girls but

also by leveraging gender-specific learning strategies, positive outcomes are more likely.

This may be of particular significance for middle-school girls, who often struggle with so-

cial anxieties related to adolescence that create barriers in transitioning to and navigating

the middle school environment. As issues for middle-school girls are often unique to their

gender, single-sex education emerges as a possible remedy to these problems.

According to Smyth (2010), a number of explanations have been proffered for differ-

ences between single-sex and coeducational settings in educational processes, and ulti-

mately, in student outcomes. One of the most commonly discussed differences between

the two types of settings relates to the dominant presence of boys in the classroom. Most

studies have indicated that boys contribute more to classroom interaction (for example,

by “calling out” answers) and dominate in “hands-on” activities, such as laboratory work

and computer sessions. Furthermore, boys tend to be more disruptive in the classroom

and experience more negative interaction with teachers as a result of their misbehavior.

Novotney (2011), stated that there are some small physiological differences in male

and female brains. But they also say there’s a lack of evidence that these differences

matter to learning at the individual level. For example, a meta-analysis of 242 studies

conducted between 1990 and 2007 — published in the November 2010 Psychological

Bulletin (Vol. 136, No. 6) — examines gender differences in math performance and finds

that girls perform as well in the subject as boys.

Statement of the Problem

The purpose of this study is to understand the experiences of the Senior High

School students in San Beda University A.Y 2019-2020 coming from single-sex schools

and transferring to co-educational institution.

Specifically, this research seeks to answer the following questions:

1. What are the ways and possible hindrances in adjusting to a new environment?

2. What are the reasons why the students from single-sex schools transfer to coed

schools?

3. What are the effects in the academic performance in adjusting to a new environment?

Objectives of the Study

In general, this study seeks to know why transferees have difficult time in adjusting to

a new environment. Specifically, this study seeks to:

1. To know the different stages of coping styles of students

2. To know the factors that affect the students’ social interaction to his/her classmates

3. To explore if coping mechanisms employed by students is effective and sufficient in

relation to their academic performance

Scope and Delimitation of the study

This study will primarily focus on the experiences of the Grade 11 and Grade 12

students that came from a single-sex school that are currently enrolled in San Beda

University Manila AY: 2019-2020. The researcher aims to know the adjustments stu-

dents went through as they entered the university and the possible solutions to the

difficulty they have been experiencing. Particularly what they have went through during

their first weeks in school and the coping mechanisms they have done in order to blend

in with the opposite sex. The interaction between the students from coed and single-

sex schools will also be observed. Only transferees from single-sex schools that are

currently enrolled will be the respondents. There will be 10 girls and 10 boy’s respond-

ents, a total of 20. These students will be chosen randomly.

Significance of the Study

The primary purpose of this study is to identify the reasons of transferring from a single-

sex school to a coed school. The study also evaluated the adjustment of students to a

different academic environment and the social interaction of the student with the opposite

sex. With this, many people can be informed and be aware of lived experience of former

single sex students who are now studying in a coed school. There are findings in a study

that single-sex classes cause women to adopt behaviors associated with better academic

outcomes, such as attending more classes and doing optional assignments (Booth, Car-

dona-Sosa & Nolen, 2018). This study will determine if transferees’ academic perfor-

mance will be affected by his/her new coping environment. This research would also give

the reader/s a better understanding if single-sex classrooms is better and more efficient
 than the co-ed ones, Dale (2017) found out that boys and girls would not work well in the

same classroom because each sex would be distracted by the other.

School administrators and Teachers will be assisted by the study on how to identify

and resolve needs of students coping in the change of their schooling environment.

Themes on coping mechanisms will be described to ensure that teachers can develop

appropriate strategies to alleviate the transitional impact of change in the academic envi-

ronment

Transferees can be aided by the findings of the study to identify the stages of coping

of the students of San Beda University Manila, in that way, the coping styles of the current

students can serve as a guide for transferees for them how to adjust in relation to their

academic performance and also for them to cope up with their new classmates

Future researchers can use the study as a reference for future researches that are

related with this topic. This can also prevent repetition of data to future researches

Conceptual Framework

The 20 transfer- 1.Conducting of semi

ees from a sin- structured interviews for Analyzed lived experi-
gle-sex school the chosen students in ences of students from a
respondent in San Beda manila. single-sex school to a co-
San Beda ma-
2.Analyze and interpret the ed school
nila.
different answers of the
The reasons of respondents using de-
the students’ scriptive analysis.
transferring of
school OUTPUT

Figure 1: Research Paradigm

PROCESS
INPUT
 This study will examine the different academic and non-academic performances

of different students from a single-sex school, whom transferred to a co-ed school. And

also, this study will determine the effectiveness of the single-sex and co-ed schools in

progressing different students. This study will give a complete analyzation of the the

different lived experiences of the students in the research.

Definition of Terms

The following terms are the essential terminologies which played a dominant

part in the study. The terms are defined technically and operationally.

Co-Ed/Co-Ed Schools. Female and male students being taught together in

the same school or university.

Gender. It is a term that denotes an individual’s identity.

Gender Stereotypes. Generalizations that is fully based on the person’s

gender.

Sex. Biological aspect, determined by the genitals.

Transferee. student who is from another school.

Single Sex School. A school or university that caters only the same sex set of

students.

REFERENCES
Booth, A.L., Cardona-Sosa, L., Nolen, P. (2018). Do single-sex classes affect academic
achievement? An experiment in a coeducational university. Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S0047272718301609

Dale, R.R. (2017). Mixed or Single-Sex School? Volume III Attainment, attitudes, and
overview. Retrieved from https://content.taylorfrancis.com/books/download?dac=C2016-
0-42056-6&isbn=9781351701297&format=googlePreviewPdf

Hakim, A. (2019). Single-Sex Education vs. Co-Education. Retrieved from

https://www.academia.edu/4860900/Single-Sex_Education_VS_Co-Education

Hart, L.C. (2016), When “separate” may be better: Exploring single sex learning as a
remedy for social anxieties in female middle school students. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/00940771.2016.1124660 on September
14, 2019.

Novotney, A. (2011). Co-Ed Versus Single -sex ed. Retrieved from

https://www.apa.org/monitor/2011/02/coed

Reddy, C. (2016). Co-Education System Advantaged and Disadvantages. Retrieved

from https://content.wisestep.com/advantages-disadvantages-co-education-system/

Smyth, E. (2010). Single-sex Education: What Does Research Tell Us? Retrieved from
https://journals.openedition.org/rfp/1896

University Language (2018). Co-Ed vs. Single-Sex Schools. Retrieved from

https://www.universitylanguage.com/guides/co-ed-single-sex-schools/