The relationship between students' attitudes towards single mixed sex schools and motivation to towards single mixed sex schools and motivation to
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Date
2022
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Université De Larbi Ben M’hidi Oum EL Bouaghi
Abstract
This paper compares the significant statistical differences between both school settings single sex and mixed sex schools' correlations between Algerian 4th grade middle school girls' attitudes toward single/mixed sex schools and their motivation to speak English. This study also compares the other different statistical results. Two reliable and validated questionnaires the What Is Happening In this Classroom (WIHIC) made by Fraser, McRobbie and Fisher (1996) consists of 7 subscales and a total of 56 items at a rate of 8 items per subscale, and the international version of Attitude Motivation Test Battery (AMTB) made by Gardner (2004) consists of 5 subscales and total of 50 items at a rate of 10 items per subscale were translated into Arabic and were given to 36 female students in single school and 35 female students in coed school in the year of 2022. The results showed that both WIHIC and AMTB questionnaires', in single sex schools, medians were 221.43 and 193.57 in a row; and in mixed sex school 215.97 and 179.14 in a row. The results also showed that Pearson r coefficient is significantly higher in single sex schools 0.529 than the one in mixed sex school 0.232. The study shows that single sex school findings surpass at all levels mixed sex schools findings except Equity subscale in WIHIC and Motivation Intensity subscales in AMTB. The study also concluded that females' motivation to speak and to learn English in single sex school settings correlates significantly than in coed schools.
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Keywords
Correlation, Motivation to Speak, comparison