It is considered that though the overall achievement of the students was not affected by the coeducational framework, there appear some drawbacks for girls when considering their performance in mathematics and science subjects (Smith 48). Chadwell have noticed increased performances in mathematics and reading in a single gender classroom in comparison to the coeducational set up (1). In partial agreement with these findings, Spielhofer, Benton, and Schagen claims that increase in performance is more evident among the weak students while for the bright students the performance in coeducational framework and single sex classes appears to be similar (10). In contention with the merits of single gender classes, Colmar has claimed that there appear no major difference in the reading achievement for students from single gender classes (6). But, researchers like DePape, Dee and others consider that such classes could positively influence student performances.