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Data were collected from 8 randomly selected districts of Punjab, with 8 coeducational and 8 separate-sex schools, yielding 128 schools and 4448 fifth-grade students (957 girls and 943 boys in separate-sex schools; 2548 students in coeducational schools). Achievement used 5th-grade primary board examination scores, analyzed via 2x2 ANOVA and t-tests. Findings showed higher achievement in separate-sex schools overall, with girls more adversely affected in coeducational settings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gender-differential-academic-achievement-of-students-in-single-sex-and-coeducational-primary-schools-in-pakistan/595882/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gender-differential-academic-achievement-of-students-in-single-sex-and-coeducational-primary-schools-in-pakistan/595882.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"To identify whether boys’ and girls’ academic performance differs between separate-sex and coeducational primary schools in Pakistan.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the schools and students selected?",{"text":117,"@type":113},"Eight districts of Punjab were sampled, and 8 coeducational and 8 separate-sex schools were randomly selected; all 5th-grade students in those schools formed a total sample of 4448 students.",{"name":119,"@type":110,"acceptedAnswer":120},"How was academic achievement measured and analyzed?",{"text":121,"@type":113},"Academic achievement was operationalized using students’ 5th-grade primary board examination scores, analyzed with 2x2 ANOVA for gender, school type, and their interaction, plus t-tests comparing mean scores.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595882,1792166352,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Gender Differential Academic Achievement of Students in Single-sex and Coeducational Primary Schools in Pakistan  \nRa‟ana Malik* Munawar S. Mirza**  \nAbstract  \nSingle or separate sex schools have traditionally been a trend in the public sector in Pakistan whilst only in Sindh province, there are coeducational schools in the public sector. The present study was designed to find out the differential academic performance of boys and girls in the separate sex and coeducational schools. From eight randomly selected districts of Punjab, eight coeducational and eight separate sex (equally divided by sex) schools were selected randomly yielding a total sample of 128 schools. All the students in 5thgrade of the selected schools constituted the sample of the study making a total of 4448 students, 957 girls and 943 boys from the separate sex schools and 2548 students from the coeducational schools. The age of students (for both boys and girls) ranged from 9 to12 years with the mean age of 10 years. The academic achievement was operationalized in terms of students' scores in 5thgrade primary board examination. The 2x2 Analysis of Variance was carried out to explore the significance of the two main effects i.e. gender and type of school and the interaction of the two variables on the scores obtained by the students. The t-test was also applied to compare the mean scores of boys and girls in the separate sex and coeducational schools. The results indicated better academic achievement for students in the separate sex as compared to that in the coeducational schools. The study concludes that the academic achievement of students, (both boys and girls), was better in separate sex schools as than those in coeducational schools. The study also found that girls‟ academic achievement was more adversely affected in coeducational schools as compared with boys.  \nKeywords: Gender Differential, Academic Achievement, Single-sex Primary Schools, Coeducational Primary School  \n*Assistant Professor, Department of Gender Studies, University of the Punjab, Lahore  \n** Professor (Retired) Institute of Education and Research, University of the Punjab, Lahore  \nIntroduction  \nIn the early years, learning occurs at a very fast rate and the patterns established at this stage have far-reaching implications for the future life. It is during these years that children realize their own identity and their relationship to the external world. At this stage of life, schooling is one of the most important socialization process through which a child interacts with people outside the family. Children learn gender roles and look for \"appropriate\" behaviors through which they, later on, develop images about men and women in the society. A study of 4th and 5th graders in a school in USA found that children portrayed women as weak, emotional, soft hearted, sentimental, sophisticated, and affectionate, whilst men are seen as strong, tough, violent, confident, harsh, determined and dominant. Thus, gender role typing starts at an early age, 1stand 2nd graders search for rules and ways of setting their own world. After getting awareness about gender identity, a 6 to 7 years old girl or a boy desires to know how a girl/boy is supposed to behave in the society. Thus, the schools and teachers play a vital role in the child‟s formative years. According to Tyack & Hansot (1990) although schools differ in the socialization process but they all give importance to the gender issues. Further, Weiler (1998) and Anyon (1984) have underlined the active role schools can play and also teachers in assisting the process of gender role socialization.  \nAn important factor in the study of the influence of schools on students is the gender composition of schools i.e. coeducational or separate sex. The environment of the two types of schools is quite different in nature. Most importantly the gender roles before the students in the two types of schools are different. For example, in an all boys‟ schoo","cbCaivsKkWO0HMlh","https://ap.wps.com/l/cbCaivsKkWO0HMlh","pdf",193108,14,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To identify whether boys’ and girls’ academic performance differs between separate-sex and coeducational primary schools in Pakistan.\"},{\"question\":\"How were the schools and students selected?\",\"answer\":\"Eight districts of Punjab were sampled, and 8 coeducational and 8 separate-sex schools were randomly selected; all 5th-grade students in those schools formed a total sample of 4448 students.\"},{\"question\":\"How was academic achievement measured and analyzed?\",\"answer\":\"Academic achievement was operationalized using students’ 5th-grade primary board examination scores, analyzed with 2x2 ANOVA for gender, school type, and their interaction, plus t-tests comparing mean scores.\"}]","Gender Differential Academic Achievement of Students in Single-sex and Coeducational Primary Schools in Pakistan | PDF",1792082043,35]