Exploring the differences in social interaction with the opposite sex amongst individuals from co-education and single-sex schools: a quantitative study on female university students using questionnaires

Abstract

The South African schooling system is comprised of single-sex and co-education schools. Individuals who attend single-sex schools may experience difficulties in social interaction with individuals from the opposite sex when entering a tertiary environment, however the impact of this is still poorly understood (Wong, Shi & Chen, 2018). The present study therefore aimed to determine whether there was a relationship between the type of schooling that a female individual receives and their ability to interact with individuals of the opposite sex in a tertiary environment. Thirty female participants were recruited using non-random, convenience sampling and snowball sampling. The study was designed as a quantitative study. Data for this survey was collected through the use of closed-ended, online based questionnaires using SurveyMonkey (SurveyMonkey, 2020) so that participants’ self-reported information could be measured while safeguarding their anonymity. The data was analysed using cross-sectional and deductive analysis. Single-sex schooling was shown to have a negative impact on a female individual’s ability to socialise with individuals of the opposite sex at a tertiary education level, therefore highlighting the potential negative psychological and social implications of single-sex schooling. These include experiencing increased anxiety levels, isolating themselves and reduced interaction with members of the opposite sex.