Thesis:

Comparison of the effect of single-sex and double-sex (mixed) classes on the basis of increasingthe social communication skills and sexual education of the second year primary school students of Joghtai city in the academic year 1402-1403

This study aimed to compare sexual education and social skills in single-sex and co-educational classrooms among second-grade elementary school students. The research employed a descriptive, causal-comparative design. The statistical population included all male and female second-grade elementary students in Joghatay city during the 2021-2022 academic year. Using cluster random sampling, 90 students (45 from single-sex and 45 from co-educational classrooms) were selected. Research instruments included the Matson Social Skills Questionnaire (1983) and the Besharat and Ranjbar Kolagari Sexual Knowledge and Attitude Questionnaire (2013). Data were analyzed using multivariate analysis of variance and independent t-test. Results showed a significant difference in social skills between students in single-sex and co-educational classrooms (p<0.01), with students in single-sex classrooms demonstrating higher social skills. Significant differences were also observed in all components of social skills between the two groups. However, no significant difference was found in sexual education between the two groups (p>0.05). These findings highlight the importance of considering classroom type (single-sex or co-educational) in developing students' social skills, while suggesting that sexual education may be more influenced by other factors such as family, media, and formal education

Keywords: Sexual Education, Social Skills, Single-Sex Classrooms, Co-Educational Classrooms, Elementary Studen