In this study, the motivation and cognitive characteristics of students in the implementation of a gender-based approach to teaching and their consideration in the educational process of boys and girls are presented. The purpose of the study is to verify empirically the effectiveness of the design of the learning environment considering the gender characteristics of students by analyzing the cognitive characteristics of children studying in different types of classes. In the study, the following methods were used: “Amthauer Intelligence Structure Test” adapted by L. A. Yasyukova , “Test for assessing the formation of reading skills”, “Test for assessing the independence of thinking”, test “Determining the level of school motivation and emotional attitude to learning (Spilberg-Andreeva)”, as well as observation, comparison and assessment. It is shown that children studying in same-sex classes show a higher motivation for learning; their cognitive abilities manifest themselves differently than in mixed classes.

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