BOY'S AND GIRL'S LEARNT DIFFERENTLY: LANGUAGE LEARNING STRATEGIES AND ACADEMIC ACHIEVEMENT IN SINGLE SEX AND CO-ED SCHOOLING

This study was conducted to identify the level of language learning strategies based on academic achievement of boy's and girl's. Language Learning Strategies instruments were distributed to 400 students 15 years old in single sex and co-ed schooling in Malaysia. Data were analyzed using descriptive and inferential statistics. The review of secondary data to explore the academic achievement trends of boys and girls have consistently topped the girls' academic achievement of boys in Malay and English subjects. Meanwhile, the achievement of girls in co-ed schools are better than girls in single sex school. The results of Multiple Discriminant Analysis shows the significant differences in all the constructs of English language learning strategies which is in the classroom, outside the classroom learning strategy and also strategies based on achievement test subjects. This study has provided an understanding of the trends and gaps in achievement by gender and type of school as well as creativity and innovation in pedagogical practices of teachers to meet the diverse needs of language learning, especially learning strategies they used.