PURPOSE: The purpose of this study was to explore this impact that different learning environments have on pupils within PE. With interest into co-educational and single-sex environments.
METHODS: 120 participants were recruited to take part in the study, where ethical approval had been obtained and consent provided by the school overall and the individuals. Four groups were tested using the Student Engagement Questionnaire, these groups being; single-sex male, single-sex female, co-educational males, and co-educational females. This measure consists of 4 subscales, each with 4 items, that assess, enthusiasm, and vigor Participants respond on a 5-point Likert scale ranging from 1 (almost never) to 5 (almost always).
RESULTS: A one-way between groups (Classes, all female/all male/ female from mixed/ male from mixed x Student Engagement, Confidence/Dedication/Enthusiasm/Vigor) ANOVA was used to determine differences based on the four subscales of the questionnaire and classes. A significant difference was found in confidence of groups; SSF and CoEdM (p= <.001), SSM and CoEdF (p= <.001) and SSM and CoEdM (p=<.001). A significant difference was found in dedication of groups; SSF and CoEdM (p= <.001), SSM and CoEdF (p= <.001) and SSM and CoEdM (p=<.001). A significant difference was found in enthusiasm of groups; SSM and CoEdM (p= <.001). A significant difference was found in vigor of groups; SSM and CoEdF (p= <.001). concluding that there is a significant difference in student engagement in PE lesson between co-ed and single-sex groups.
CONCLUSION: These finding indicate that males are more engaged when in a single-sex environment over a co-educational environment. Whereas, females did not show preference between environments. Engagement levels were marginally higher for the single-sex female group.
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