The Effect of Male and Female Segregation on Academic Performance in Public Preparatory Schools / Sulaimani City

Abstract

This study examined the effects of gender segregation on academic performance and school experiences among 160 students from boys’, girls’, and mixed schools in Sulaimani. The findings show that the impact of segregation is not uniform: girls reported greater comfort and focus in single-sex settings, boys highlighted stronger effects on social dynamics, resources, and career aspirations, while mixed-school students gave more balanced, situational responses. Across all groups, the most frequent answer was “sometimes,” reflecting variability in perceptions. Overall, the results suggest that while gender segregation influences comfort, focus, and school culture, its effect on academic achievement and future opportunities is context-dependent. More decisive factors appear to be teaching quality, school resources, and educational strategies rather than segregation itself.