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Many studies (Malik & Mirza, 2014; O'Neill, 2011; Daniels et al., 2009; Murphy, 2008; Hughes, 2007) conclude that there are numerous advantages of single-sex schooling especially for gifted, minority and economically disadvantaged students. Both boys and girls positively get affected by single-sex educational environment; while boys can express themselves comfortably in arts and theatre, and girls' performance in mathematics and science subject has significantly improved (Martin & Beese, 2016; Leder, 2004). Both freed from opposite sex stereotype and intention of impressing opposite sex in educational process (Hughes, 2007). Past researches conclude (Murphy, 2008) that single-sex schooling also contributes positively for character building and moral development of students compared to co-educational schooling. The teachers who are the key players in educational process are varied in opinion about single-sex education (Sari, 2017; Spielhagen, 2011). The present study was carried out in the Suleyman Demirel University located in Kazakhstan.
About the author
Ali Kocak was born in Turkey and came to Kazakhstan for studying in 1993. Ali graduated from Karaganda State University in Kazakhstan in 1997. After finishing university, he began to work in the Bilim - Innovation Schools in several cities in Kazakhstan and beginning from 2011 he continued his career on education management and began to work in Suleyman Demirel University as a vice rector.
