أثر نقل تلاميذ الصفوف الأولية بالمرحلة الإبتدائية من تعليم البنين إلى تعليم البنات على التحصيل الدراسي والتأثيرات الاجتماعية والثقافية والنفسية من وجهة نظر القائمين عليهم في منطقة القصيم
The aim of the research is to identify the impact of transferring the primary grades in the primary stage from boys’ education to girls’ education on academic achievement and the social, cultural and psychological effects of students from the point of view of those in charge of them in the Qassim region. To achieve the research goal, the researcher used the descriptive survey method, and the research tool was a questionnaire composed of it consists of three main dimensions and (24) sub-paragraphs: (academic achievement, social, cultural, and psychological influences). Each dimension included (8) paragraphs, and the sample consisted of (82) male and female teachers, guardians, and leaders from the local community. The results indicated the following: The effect of transferring students in the primary grades (first, second, and third) in the elementary stage from boys’ education to girls’ education in the Qassim region on their academic achievement was moderate, with an average of the mean value of this transfer was 2.67, and this transfer had psychological effects, as it came in a low degree with an average of 2.43, and the social and cultural effects also came in a low degree, with an average of 2.41, which indicates that this transfer had a (positive) effect. The results also showed the existence of statistically significant differences in the effect of transferring students (first, second and third) from boys’ education to girls’ education in the Qassim region on academic achievement. This transfer had social, cultural and psychological effects, as there were clear differences between teachers and the local community, while the research results showed the existence of statistically significant differences in the effect of transferring students in favour of females and in favour of female teachers. Where teachers valued the social, cultural and psychological influences more than the local community and parents. The research recommended providing a supportive and appropriate educational environment for teaching primary grades in mixed schools, so as to enhance children’s interaction with each other in a positive way. (Published abstract)