Single-sex or co-education? : students’ views as science learners

Abstract

In Malta the introduction of Co-Education in state schools started as a pilot project in St Claire’s College in 2013. Ivinson and Murphy (2007) argue that girls and boys are different and learn in different ways but one size cannot fit all and that what is important is finding ways in which teachers can help students learn science in ways which transcends these gender stereotypes. This study investigates three Form 2 science classes within Maltese state schools. In-depth interviews with teachers and focus group interviews with students were used to look in depth into the way in which science is learned by the students in (i) a Co-Ed class (ii) a single-sex girls’ class and (iii) a single-sex boys’ class. The study explored the ways in which students view science, the different pedagogies used by the teachers in different contexts, the way in which teachers view their role in the Co-Ed and single-sex class and how students view themselves as learners of Science within a Co-Ed and single-sex setting. The results obtained from both educational settings with respect to the ‘masculine’ image of science, students’ attitudes towards science and their interests in the subject, indicates that a co-educational setting within schools has a direct influence mainly on the attitude towards the subject, especially that of girls, as a result of the influence exerted by the teachers and their teaching pedagogy. These influences also seem to encourage students to develop interest in certain areas of science rather than other areas.