INTRODUCTIONMany parents and educators are led to believe that single-sex education can eliminate distractions for students in the classroom. There is evidence to suggest that there are significant gains for children who attend single-sex schools, particularly girls, and that these schools encourage students to thrive. However, there is an ongoing debate about the impact of single-sex schools on academic achievement and social skills, and some studies suggest that increased gender stereotypes lead to problematic behaviors. (Van Thompson, Demand Media) Coeducation is considered to improve educational effectiveness (Woody, 1929) and encourage a positive social relationship between boys and girls. However, some studies, such as that of Coleman (1961), indicate that coeducation has a negative effect on girls' academic achievement due to peer pressure to prioritize relationships with the opposite sex over schoolwork. . Sex education believes that not only does separating boys and girls increase students' achievement and concentration, but also their academic interest (Pahlke, Hyde, Allison, 2014). This increased academic interest is important for student motivation and is reflected differently for boys and girls. While an all-boys school may see increased interest in the study of languages, an all-girls school is likely to see increased interest in subjects such as maths and science. (Smyth, 2010) Research by Myra and David Sadker suggests that girls tend to thrive in same-sex contexts, while boys' academic performance is unchanged or, in some cases, slightly worse. (Failing Fairness, Myra and David Sadker). Therefore, it seems that it is important to evaluate the middle of the article... and overcome this problem by introducing girls-only and boys-only courses for certain subjects. This attempt to create the benefits of single-sex education while maintaining a mixed social position was originally intended to boost girls' progress in subjects such as mathematics and science. This approach appears to actually boost girls' confidence and allow them to receive more teachers. attention, as less time is spent on managing boys' behavior, Sukhandan et al (2000). However, on the other hand, girls can no longer benefit from boys' perspectives in the classroom. There appears to be very little consensus on whether single-sex education is advantageous for the academic success of girls or boys. However, there appears to be, at least tentatively, some evidence that attitudes towards subjects may become more gender stereotyped in a co-educational setting..