Gender Differences in Communication Patterns of Females in Single-Sex and Mixed-Sex Schools in Nnewi Education Zone

  • EN Nwosu
  • JC Omeje


This study examined gender differences in communication patterns of females in single-sex and mixed-sex schools. The design of the study was an ex-post facto design. Two research questions and one hypothesis guided the study. All the population of 218 senior secondary II female students was used for the study which is an indication that no sampling technique was adopted. Data for the study were collected using a checklist. To analyse the data collected, frequency tables, percentage and chi-square were used. The result showed that the dominant communication patterns of females in single-sex school include appropriate gestures, correct grammar, fluency, staying on topic, talkativeness, politeness, use of no slang, loudness, emotionality, use of no tag questions and cooperative/supportive attributes. The same is applicable in mixed sex school, but with a slight difference in the area of soft spokenness. The result of the hypothesis revealed that school-type influences female students communication patterns significantly which implies that the communication patters of a female student sometimes depends on whether she is in a single-sex school or mixed sex school. Based on the findings, recommendations were made.

African Research Review Vol. 2 (3) 2008: pp. 103-115

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eISSN: 2070-0083
print ISSN: 1994-9057