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Secondary school students' perceptions of coeducational and single-sex physical education classes
Author
Kwok, Lilian
Supervisor
Tan, Clara Wee Keat
Abstract
The issue of coeducational and single-sex learning environment has always been a focus of interest among educators and researchers in educational setting, in their attempts to provide students with the most conducive class climate to learn in. This issue extends itself across most subject matter and Physical Education (PE) is no exception. The inconsistent research findings on class contexts, and the lack of research studies in the area of students' perceptions and their underlying reasons for their perceptions of PE class contexts provided the need for the present study. The purpose of this study is to examine secondary school students' perceptions of coeducational and single-sex PE classes and their underlying reasons for their perceptions, so as to gain greater insights into students' perceptions and preferences of PE class contexts.
This study surveyed 117 secondary school students, from a neighbourhood coeducational school. The participants, who have had the experiences of both coeducational and single-sex PE classes, completed a questionnaire that elicited their perceptions and preferences of coeducational and single-sex PE classes, in relation to nine major factors. The factors were socialisation pattern, body image, perceived physical competence, learning and participation opportunity of boys and girls, competitiveness of class climate, safety, discipline, team sports participation, and teachers' behaviour. In addition, students' underlying reasons for their perceptions were ascertained.
The findings indicated that coeducational or single-sex PE classes were not perceived to be completely positive or negative in relations to the nine factors; secondary school students perceived some aspects more positively and other aspects less positively in each class contexts. However, the majority of the secondary school students preferred single-sex PE class context. The findings are discussed in terms of implications for PE teachers and recommendations for future research on PE class contexts.
This study surveyed 117 secondary school students, from a neighbourhood coeducational school. The participants, who have had the experiences of both coeducational and single-sex PE classes, completed a questionnaire that elicited their perceptions and preferences of coeducational and single-sex PE classes, in relation to nine major factors. The factors were socialisation pattern, body image, perceived physical competence, learning and participation opportunity of boys and girls, competitiveness of class climate, safety, discipline, team sports participation, and teachers' behaviour. In addition, students' underlying reasons for their perceptions were ascertained.
The findings indicated that coeducational or single-sex PE classes were not perceived to be completely positive or negative in relations to the nine factors; secondary school students perceived some aspects more positively and other aspects less positively in each class contexts. However, the majority of the secondary school students preferred single-sex PE class context. The findings are discussed in terms of implications for PE teachers and recommendations for future research on PE class contexts.
Date Issued
2002
Call Number
GV365.5.S55 Kwo
Date Submitted
2002