AN EXAMINATION OF THE RELATIONSHIP BETWEEN GENDER AND ACHIEVEMENT AMONGST 'A LEVEL' STUDENTS WORKING ALONE OR IN PAIRS

This study examines the interaction between gender and the effect on student learning of working alone or in either single or mixed sex pairs. 68 A-level students (mean age 16.8 years) , all attending mixed sex schools, took part in a task which incorporated a number of basic learning processes. They worked alone or in either in single or mixed sex pairs. It was found male students got more answers correct when they worked with females, than when they worked alone. It was found that, in mixed sex pairs, both male and female students gave less wrong answers than did individuals. In addition, females had more confidence in their correct answers when working with males, than when working with other females, or alone. It was suggested there could be advantages under some circumstances, in mixed sex working for both male and female students. In spite of evidence of the success of single sex working the benefits of single and mixed sex schooling is a controversial issue. Support for single sex schooling is offered, for example by Tyrer (1999), who in a two year study of the Aylesford school in Warwick found boys, in an age range from key stage 3 to GCSE (approximately 14 to 16 years of age), raised two or more levels in their grades when taught in single sex classes. Higher levels of achievement were also found by Warrington and Younger (2001), with students in single sex classes. They explained this as being due to girls and boys having different learning styles, which single sex schooling allows to be taken into account. In addition, they noted a gender specific motivational structure is more possible in single sex schools and , of course there are many other possible explanations. An alternative view about the merits of single and mixed sex schooling is promoted by researchers such as Jacklyn (1989) who highlighted the influence mixed or single sex group work can have on self-image. Kovacs et al (1996) adds to this view noting, one of the benefits of working with other-sex peers included being more socially skilled, and popular. The current study is however intended to move from the broad educational debate about single and mixed sex schooling and to focus on the actual learning process with individual students. The issue of working alone or with others either in mixed or same sex pairs involves a number of variables including the interaction itself. Hinsz (1990) argues group performance is likely to improve on that of individuals, as more participants have greater intellectual assets than single students. Frank (1986) explains individual group members may perceive different aspects of the material as being important or interesting, and use 'hooks' to remember these. More material may therefore be available for pooling later. Stephenson et al (1986), looking at another aspect of group behaviour, found that group members are more certain about their memory of material than are individuals, regardless of the accuracy of that recall. This is important from the teacher's point of view, for material learned inaccurately by an overly confident student can be counterproductive in the long run. The self confidence of the student in the learning process is one factor which will be examined in the present study. Kohler et al (1985) found, that allowing pupils to work together was an effective means of encouraging a positive, achievement- orientated atmosphere. In addition, Meece et al (1990) found, that students who viewed themselves as incompetent or lacking in ability, tended to avoid demanding tasks and displayed less persistence in work habits. More recently, McGrath and Repetti (2000) noted the importance of expectations, and found children's opinions about their academic competence were closely linked with behaviours critical for academic success. Working with others can, however, have its downside. The experience of many teachers and research from, for example Prior (1995), would caution against regarding group working too positively, noting there are many occasions when students work better alone.