A Study On Female Students’ Participation In Mixed And Single Sex Groups: The Case Of Grade 10 Students At Dire Enchini Secondary School

Abstract

This study principally focused on grade ten female students’ participation in mixed and single sex groups at Dire Enchini secondary school. It focused on factors that influence female students’ classroom discussion. The study utilized descriptive design to clarify credible data from the subjects. Seventy eight students with eight teachers were involved in the study. Data were collected through observation, questionnaire and interview. Questionnaire was used to verify whether English teachers really treat Female students in single and mixed sex groups to help them participate confidently in group discussions. Classroom observation was used to obtain direct information about the participation of female students’ and the actual practice of teachers in single and mixed sex groups. And interview was used to gather data on deep feeling on female student’s participation. Interview was also used to supplement the questionnaire and observation data. Questionnaire data was analyzed using descriptive statics. Data from observation and interview were analyzed qualitatively. Findings of the questionnaire data indicated that the great majority of the respondents claimed that the teachers did not treat and encourage female students in single and mixed sex groups equally to participate in group discussions. Besides, there is no enough follow up to enhance the participation of female students in mixed sex as compared to single sex groups. As interview findings indicate, there are some factors that affect female student’s participation for instance, dominance of male students, and their self-confidence, their back ground (cultural and social views).In addition to this; female students participate better in single sex groups than mixed sex groups. The findings call for all ELT, stake holders and educational bureau participation to solve this critical problem.