Investigating factors that influence parents to send their children to single sex private schools in Malawi: a case study of selected secondary schools in Thyolo, Blantyre and Zomba.

Abstract

This study investigates the perceptions of Malawians on single-sex schools, focusing on Thyolo, Blantyre and Zomba Districts. The primary objectives were to identify the factors influencing parents to send their children to single-sex schools, assess learners' perceptions and attitudes towards these schools, and examine differences in academic performance between learners in single-sex and co-educational schools. The research adopted a mixed-methods approach, combining qualitative and quantitative data collection techniques. Data were gathered through surveys and interviews with parents, students, teachers, and local leaders. The qualitative data provided in-depth insights into personal experiences and perceptions, while the quantitative data offered statistical evidence to support these findings. Results indicated that parents prefer single-sex schools due to their perceived focused learning environment, strict discipline, and strong academic reputation. Learners in single-sex schools reported fewer distractions and better academic performance. However, some students expressed concerns about limited socialization opportunities in single-sex schools, potentially impacting their ability to adapt to mixed-gender environments later in life. Comparatively, students in co-educational schools valued the diverse social interactions and balanced perspectives provided by a mixed-gender setting, which they believe prepares them better for real-world situations. Based on these findings, the study recommends promoting balanced educational environments that combine the strengths of both single-sex and co-educational models. Schools should enhance their academic support systems and incorporate programs that foster social skills and gender inclusivity. Additionally, there should be a focus on improving teacher professionalism and reducing discrimination in co-educational settings to ensure equitable academic outcomes. Policymakers should also consider these factors when developing educational policies for diverse student needs and preferences.