Boys in a class of their own do better
Single-sex schools get boys working harder, says study
● Boys at single-sex schools perform better academically than their peers at co-ed schools.
This is according to recently released research conducted by Michael Johnston of the Victoria University of Wellington, New Zealand.
The findings have been unanimously endorsed by principals of South African boys’ schools, who say existing literature also supports the view that monastic schools, including girls’ schools, outperform co-ed schools.
Jan de Waal, principal of Wynberg Boys’ High in Cape Town, said boys aged 14 to 16 in co-educational schools wanted to appear “cool” and anti-establishment, especially in front of girls, and “simply don’t work enough”.
“However, they are very competitive if they are in a boys-only environment and will work hard to beat their peers. In an all-boys’ environment, the competitive spirit trumps the ‘want to be cool’ spirit.”
De Waal said the teaching style in singlesex schools could be adapted to meet the needs of boys.
“They learn differently to girls and need to move often and receive a lot of visual stimulation. Boys cannot concentrate as long as girls and thus need variety in their lessons.”
Johnston’s study was conducted between 2013 and 2016 among male pupils in the equivalent of grades 10 to 12.
He found that a larger number of boys at boys’ schools qualified for university admission and New Zealand scholarship passes than did boys from co-ed schools.
His findings support those of another study, conducted between 2010 to 2012.
At least one in three boys attends a singlesex school in New Zealand.
In Johannesburg, St John’s College headmaster Paul Edey said that, generally, girls who were given equal access to opportunities outperformed boys academically both in single-sex and co-ed schools.
Edey pointed out that single-sex schools often had smaller classes and were better resourced than co-ed schools.
“Given the massive inequalities that pervade South African education, I have no doubt that boys from traditional boys’ schools, both independent and state, will outperform those boys who are in the vast majority of co-ed schools.”
He said that boys’ schools used teaching strategies and styles to allow boys to develop at their own pace.
“Boys-only schools allow them to enjoy a boy-centred environment. Sometimes boys are overshadowed by girls in co-educational environments.”
Said Edey: “In my experience, boys’ schools have a certain kind of magic and a camaraderie that brings out the very best in boys. Boys’ schools create emotionally literate boys who respond with empathy and compassion.”
Alan Thompson, headmaster of St Andrew’s College in Grahamstown, said: “The social pressure in an all-boys’ environment is less stressful and the ability to harness boys’ natural energy and sense of ‘brotherhood’ enables the creation of a really focused atmosphere.”
But he acknowledged there were many outstanding co-ed schools in the country.
Shaun Simpson, principal of Rondebosch Boys’ in Cape Town, who has taught at both types of school, said boys from all-boys schools, especially those aged 14 to 16, outperform their peers in co-ed schools.
“Teachers in boys’ schools will confirm what research shows, which is that boys learn actively and in small bits, which means that a co-ed classroom, which tends to favour verbal/auditory learning, means that a boy is typically disadvantaged.”
However, Eugene Rooyakkers, principal of Benoni High, a co-ed school in Ekurhuleni, Gauteng, called the New Zealand study’s finding “a massive generalisation”.
“Without sounding blasé, we tend to have a very good set of academic results [year after year]. Boys in co-ed schools learn better manners overall and they have a better idea on how to treat women.”
He said the co-ed system was better for girls, too.
“Girls on their own are so exceptionally drawn to pull other girls down in all-girls schools, but in co-ed schools, the girls very much form a community and support each other more.”