PSYCHOLOGICAL EFFECT OF CO-EDUCATIONAL VERSUS NON CO-EDUCATIONAL SECONDARY SCHOOLS TOWARD COPING WITH UNIVERSITY LIFE FOR SECOND-YEAR STUDENTS AT AN-NAJAH NATIONAL UNIVERSITY
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Date
2025-07-10
Authors
Agbaria, Nagam
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Publisher
An-Najah National University
Abstract
Background: For many years, people have questioned whether co-educational schools are more effective than single-sex schools. The topic is critical since it directly influences kids' futures and intersects with critical areas such as academic success, job choices, and social relationships.
Aims: This study investigates the psychological effect of co-educational versus non-co-educational secondary schools toward coping with university life for second- year students at Anajah national university .
Methods: A quantitative approach is used to fulfill the study's objective. The researcher selected the sample through a convenient sampling method from the College of Medicine and Health Sciences. About 294 students were selected, divided as 147 students in Co-Educational Versus 147 students in Non-Co-Educational secondary schools.
Results: Results reveal four key findings. First, co-educational students consistently reported lower levels of stress, anxiety, and depression, while non-co-educational students exhibited markedly higher rates of moderate to severe symptoms. Second, co-educational students demonstrated significantly better coping abilities, as evidenced by higher mean ranks and a statistically significant Mann-Whitney U value. Third, coping strategies were found to be strongly related to mental health outcomes in both school types, with more pronounced correlations in non-co-educational schools, suggesting that ineffective coping may exacerbate psychological distress in these settings. Finally, age and income variables had a significant association with mental health issues and coping levels in co-educational schools, whereas gender and place of residence did not yield notable differences.
Conclusion: Co-educational schools have a more supportive environment for students' mental health compared with non-co-educational schools. Findings indicate that co-educational students experience lower levels of stress, anxiety, and depression, while non-co-educational students report higher rates of psychological distress. Additionally, co-educational students demonstrate significantly better coping abilities, highlight the protective role of mixed-gender environments in easing university transition. Strong correlations between coping strategies and mental health outcomes were observed, particularly in non-co-educational schools, where ineffective coping exacerbates distress. The study emphasizes the need for targeted interventions in non-co-educational settings to enhance coping skills and reduce psychological stress.