**3.3 Cultural difference in coeducational school**

After conducting interviews at a variety of public and private co-ed schools, all-girls schools and all boys schools it was noticed that "the real variables affecting a girl's performance seems to have more to do with class size, and the expectations of society and the family. The size of the group, affects their ability to speak out and to feel comfortable in expressing themselves. Adding to that the problems of discipline that may arise in the class and it's easy to understand why quieter students, or those who lack confidence, might be intimidated.

Moreover more studies in the literature cited that the popular belief that girls will do better academically at single-sex schools is not sustained by the data. School type does not appear to be an important factor in attempts to improve the performance levels of girls in mathematics and science however the Mathematics anxiety and lack confidence does.

Finally, it is already established in the literature the need of graduates to have skills working with the digital communications tools as well as having long life learning skills in the real and the virtual environment. Moreover, accreditation criteria include the problem solving and team shearing particularly in Engineering is required by utilizing a variety of technologies.
