Effect of single sex and coeducational school on self-esteem, self-efficacy and academic expectations among university students

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Nwamara, Chigozie
Issue Date
BA (Hons) in Psychology
Dublin Business School
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Background: The research seek to examine the difference between attending a single sex school and coeducational school, with the aim of finding out how the school that one attends may either promote better scholarly and academic attainment or negatively affects one‟s academic expectations. Single sex school means boys and girls attending separate schools or settings, while coeducation is a set up where both boys and girls study in the same class room or school. Aim: the main aim of the research is to investigate the effect of school type on students‟ Self-Esteem, Self-Efficacy and Academic Expectations. Method: the study is a quantitative, cross-sectional design, the variables includes school, Self-esteem, Self-efficacy and academic expectations. A questionnaire combing Self-Esteem, Self-Efficacy, and Academic Expectation was distributed to 106 participants in their first year in Dublin Business School. Participants reported moderate level of self-esteem, high level of self-efficacy and high level of academic expectations, the analysis of the results and finding showed weak and moderate association between variables. Conclusion: single sex school and coeducational school have different impact on the performances and academic expectations of students, the investigation favoured coeducation to provide better environment for both boys and girls. Author keywords: single sex, coeducational school, self-esteem, self-efficacy, academic expectations