The changing classroom and school environments as a single-sex boys' school undergoes the transition to coeducation.
Degree GrantorUniversity of Canterbury
Degree NameMaster of Education
In order to test conflicting research findings about the effects of coeducational versus single-sex schooling, F5, F6 and F7 students of a single-sex boys' school assessed their classroom and school environments before and after their senior school's transition to coeducation. Data gathered in 1991 and 1992 from the administration of the Classroom and School Environment Survey developed by the author indicated a drop in student attitude t?wards classroom system maintenance (order, organisation, rule clarity, teacher control and innovation) after the transition to coeducation. However results showed clearly that attitudes students held to classroom atmosphere and their school environment characteristics (school facilities, school relationships and school emphasis) improved significantly in the coeducation situation while other characteristics (classroom goal orientation and interpersonal relationships) showed little or no improvement at all. The results of this study tended to support other research findings where differences favouring single-sex over coeducational classrooms were greatest in their respective authority structure. Overall the evidence gathered in this study indicated a better social and emotional climate in this school's new coeducational setting.