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Majority of students more happy at school than previous years

Reference Number: MEDE240616, Press Release Issue Date: Jun 24, 2016
 

Teachers, parents have easily settled with co-education changes

A questionnaire survey carried out with over 3,000 students, parents and teachers has indicated that they have settled in well with the co-education changeover, with a majority of students saying that they are ‘more settled and ‘more happy and content’ than in previous years.

The questionnaire, which was carried out in April this year, evaluated responses from 987 Form 1 students and 758 parents/guardians, 958 Form 2 students and 854 parents/guardians, 123 Form 3 & 4 students and 69 parents/guardians, and 577 teachers. The full report is available here​.

Students

  • About 83% of Form 1, 78% Form 2, and 71% of Form 3 & 4 students reported they are happy and content at school. Girls are more so than boys in Form 1 (albeit slightly) and Form 2, while the converse is true in Form 3 & 4. 
  • About 81% of Form 1, 78% of Form 2, and 68% of Form 3 & 4 students indicated that they are doing well/very well at school. 
  • 64% of Form 2 and Form 3 & 4 students reported that they are now more settled at school than in previous years. 
  • 59% of Form 2 and 53% of Form 3 & 4 students are more happy and content at school than in previous years. 
  • 58% of Form 1, 57% of Form 2, and 65% of Form 3 & 4 students indicated that they have too many curriculum subjects to study. 
  • 18% of Form 1, 12% of From 2, and 11% of Form 3 & 4 students indicated that they would have preferred they were not boys and girls together. 
  • Main issues raised: school uniform (they would prefer something less formal and more practical); and bullying (being a victim of bullying and there too much of it).

Teachers 
  • 27% of teachers feel that students are generally doing well in a co-education school; for 46% it made no difference to students; 24% feel that students are generally underachieving. 
  • 50% have settled down teaching in co-education settings; for 41% it made no difference. 
  • 35% (mostly female teachers) need additional support to maintain discipline in the classroom. 
  • 44% of teachers with one or more years’ experience in co-ed settings felt that this scholastic year they are more settled teaching co-ed classes than in previous year/s. 
  • Of those teachers with one or more years’ experience, 60% felt that the challenges have increased compared to previous year/s. 
  • Challenges include: teaching classes with too many different abilities (68% of all teachers); and the need for more discipline (49% of all teachers). 
  • Main issues raised: more discipline is needed; more action on misbehaviour and bullying; and school & class size (smaller schools and class size).

Parents/Guardians 
  • 83% of Form 1, 81% of Form 2, and 90% of Form 3 & 4 parents/guardians are generally satisfied with their child’s co-education experience; at most, 3% expressed dissatisfaction. 
  • 12% of Form 1, 22% of Form 2, and 26% of Form 3 & 4 parents/guardians are dissatisfied on account of teachers who (according to them) do not teach properly. 
  • 90% of Form 1, 87% of Form 2, and 96% of Form 3 & 4 parentsw/guardians felt their child has settled down in co-ed settings; 72% of Form 2, and 86% of Form 3 & 4 parents/guardians feel that this scholastic year their child is more settled than in previous years. 
  • 78% of Form 1 parents/guardians felt that their child is doing well/very well at school; 63% of Form 2 and 64% of Form 3 & 4 parents/guardians felt that this scholastic year their child is doing better at school than in previous years. 
  • 96% of Form 1 parents/guardians felt that their child is happy and content; 67% of Form 2 and 80% of Form 3 & 4 parents/guardians felt that this cholastic year their child is more happy and content than in previous years. 
  • Main issues raised: more discipline; the need to tackle school bullying; more action on misbehaviour; heavy school bags, and availability and suitability of lockers; and more supervision and monitoring of students during breaks.