The modern world and its structure undergo many changes with the course of evolution. The education system is also changing, and separate classes for boys and girls have risen and fallen in popularity at varying intervals. Their application allows them to evaluate the effectiveness of gender-separated learning. Separate education has a number of advantages for the development of different sexes, as there are no distractions and optimal conditions for learning are created.
Proponents of separate learning are of the opinion that boys and girls should be taught the same things in different ways, because they have a different brain structure and perception of information. Boys and girls have different neurobiological characteristics. In split classes, boys are allowed to develop at their own pace, play more sports, and are not distracted by female attraction. This allows the boys to create a focus and setting for maximum learning efficiency. However, without cultivating the necessary qualities of masculinity and femininity as fundamental psychophysiological factors, it is impossible to successfully form a full-fledged personality of future men and women who are aware of their fundamental natural and social roles (Fabes et al., 2018). In this regard, a decrease in traditional marriages and the birth rate on earth is possible.
In conclusion, the separate education of boys and girls in a regular school makes it possible to fully realize their cognitive abilities. Additionally, this opens up the prospect of making better use of those types of perception, thinking, memory, emotions, and communication, which are determined by the characteristics of the development of female and male organisms. At the same time, a reduction in natural interest in the opposite sex is possible. Therefore, segregated classes have both positive and negative sides.
Fabes, R. A., Martin, C. L., Hanish, L. D., & DeLay, D. (2018). Gender integration in coeducational classrooms: Advancing educational research and practice. School Psychology Quarterly, 33(2), 182-190. Web.