Exploring the Impact of Single-Sex Education on Beninese Efl Advanced Students’ Academic Achievement: Case Study of Lycee De Jeunes Filles Toffa 1er

Abstract

This research work assesses the impact of single-sex education on EFL advanced students. It compares the performances of 20 A level graduate students from girl grammar school of Lycee des JeunesFillesToffa 1er with their peers from coeducation schools at the university centre of Adjarra during their first year of English studies. The investigation consists of comparing both categories of students‟ scores in individual work, group work and collective work. A mixed methodology design has been adopted. The instruments include questionnaires, classroom observations and a survey of students‟ productions. The results show that single-sex education leads to socialization challenges which affect group and collective productions. This study suggests that instead of closing the remaining single-sex schools, the school authorities should organise activities with coeducational schools to help their students be more accustomed to an environment different from the gender-segregated one.