THE EFFECT OF SAME-GENDER CLASS TO THE ATTITUDE OF GRADE 12

STUDENTS IN IBN SIENA INTEGRATED SCHOOL

A Research Paper

Presented to the
Ms. Nor-Asia Bato
Senior High School Department
Ibn Siena Integrated School Foundation

In Partial Fulfillment of the

Requirements for the Subject
RESEARCH (Research in Daily Life 2)

ACOB, AIRA CADALI

CABUGATAN, JOHAIRAH
H. FAHAD, FATIMAH
MACATANONG, HAULAH
PALAWAN, JAWHARA

December 2023
 II

TABLE OF CONTENTS

Page No.

COVER PAGE………………………………………………………………….….i

TABLE OF CONTENTS……………………………………………………….….ii

LIST OF TABLES…………………………………………………………………iv

LIST OF FIGURES…………………………………………………………….….v

DEDICATION………………………………………………………………….….vi

ACKNOWLEDGEMENT…………………………………………………………vii

ABSTRACT……………………………………………………………………….viii

CHAPTER 1: THE PROBLEM AND ITS SCOPE…………………………… …..1

1.1 Introduction……………………………………………………………..1

1.2 Statement of the Problem……………………………………………….3

1.3 Research Hypothesis …………………………………………………...3

1.4 Conceptual Framework…………………………………………………4

1.5 Scope and Limitation………………………………………...…………4

1.6 Significance of the Study……………………………………………….5

1.7 Definition of Terms……………………………………………………..6

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES………...8

2.1 Review of Related Studies………………………………………….….. 8

CHAPTER 3: RESEARCH METHODOLOGY…………………………………...13

3.1 Research Design…………………………………………………… . …13

3.2 research Locale…………………………………………………… … ..13

3.3 Research Respondents…………………………………………..………15

 III

3.4 Research Instrument………………………………… ……… …… …...16

3.5 Data Collection Method…..………………………………………… ….17

3.6 Statistical Treatment…………………………………………………… .18

CHAPTER 4: DATA PRESENTATION, ANALYSIS, AND

INTERPRETATION…………………………………..………………………… …20

4.1 Academic Performance of the Students…………………………… ……20

4.2 Attitude of the Students in Same-gender Class…………………… …….21

4.3 Relationship between the Attitude and Academic

Performance of the students……………………………………… ………….23

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS……………………24

5.1 Conclusions……………………………………………………………….24

5.2 Recommendations………………………………………….. ……………25

REFERENCES ……………………………………………………………………….27

APPENDIX A (Letter to the Respondents)…………………………… .……………29

APPENDIX B (Survey Questionnaire)…………….…………………………….. .…30

APPENDIX C (Profile of the Respondents) …………………………………...……32

APPENDIX D (Profile of the Researchers)…………………………………………..35

 IV

LIST OF TABLES

Table No. Page No.

Table 3.1 Computation of the sample size…………………………………….…..15

Table 3.2 Respondents of the Study …… ………………………… …… ………16

Table 4.1 Mean and Interpretation ………….………………… .………… ……..22

Table 4.2 Academic Performance of the Students………………………. ………..23

Table 4.3 Mean and Interpretation………………………………….. …………….23

Table 4.4 Attitude of the Students in same-gender class………………… …….…24

Table 4.5 Relationship between Attitude and Academic Performance…….………25

Frequency and Percentage Distribution of students

in terms of Age……………………….……………………..………………….…..33

Frequency and Percentage Distribution of students

in terms of Gender…………………………………………………………….…...34

Frequency and Percentage Distribution of students

in terms of Strand……………………………………………………………… ..35

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LIST OF FIGURES

Figure No. Page

No.

Figure 1.1 Conceptual Framework of the Study………………………………… ..4

Figure 3.1 Map of the Locale………………………………………………… ..…14

Age Distribution of the Respondents……………………….………………….…33

Gender Age Distribution of the Respondents……………………………………..34

Strand Age Distribution of the Respondents….…………………………… …….35

 VI

DEDICATION

To the One above, the only God

To our parents, our pillar of strength.

To our friends, thank you for your support

To our group mates, we made it at last

And to you, who is actually reading this research work

 VII

ACKNOWLEDGEMENT

The researchers extend their sincere appreciation to all those who played a pivotal

role in facilitating the successful completion of this study. Without their assistance, this

humble work would not have received acknowledgment and fulfillment;

A special acknowledgment is extended to Ms. Nor-Asia S. Bato, their research

advisor, who gave the researchers her time, patience, and thoughtfulness despite her

hectic schedule. She generously shared her thoughts, insights, expertise and guidance on

this work and for that, the researchers are grateful.

To the families of the researchers for their unwavering love, spiritual support,

financial assistance, and encouragement to the researchers to keep going.

Warmest and heartfelt thanks to our 174 respondents from the Grade 12 Students

of Ibn Siena Integrated School, who shared their time even in pressured days for the

completion of this study.

To those who were not mentioned but in some ways helped the researchers, thank

you very much.

Above all, eternal praises and thanks to Allah S.W.T, the Most Gracious and the

Most Merciful,for bestowing upon them wisdom and blessings, for granting them

courage, strength, and perseverance, and for His heavenly direction in carrying out their

task. To Him be the glory, honor and power forever.

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ABSTRACT

This study examines how same-gender classrooms affect students' attitudes in

Grade 12, focusing on aspects like motivation, engagement, cooperation, confidence, and

general attitude toward learning. The goal of the study is to shed light on the benefits and

drawbacks of same-gender learning environments in the classroom. This knowledge will

be useful in forming educational policies and practices that will improve learning

outcomes and experiences for students in Grade 12.

The results show that most respondents agreed with the items related to academic

performance, and a sizable portion strongly agreed with the expectation of receiving

excellent grades in all subjects. Furthermore, data shows that students in same-gender

classes have positive attitudes; respondents felt that these classes promote better attitudes

toward education than non-gender-specific classes.

Additionally, the study shows a connection between students' attitudes toward

academics and their academic performance, indicating that gender-specific classes help

students develop positive attitudes. One possible factor influencing this positive

relationship is the presence of fewer distractions and greater confidence in same-gender

environments.

These results provide insightful knowledge about the dynamic interactions

between gender-specific classrooms, academic achievement, and student attitudes for

educators, legislators, and researchers. Acknowledging the possible advantages of

coeducational classrooms, educational stakeholders can contemplate customized

strategies to cultivate favorable learning settings for 12th-grade students.

IX
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

The argument over single-gender versus mixed-gender courses has sparked

tremendous attention and controversy in secondary school. This study digs into the

essential topic of class type and its substantial impact on high school students' self-

confidence and active involvement. According to McNeil (2008), single-gender

education grew from a total of 11 public schools in 2002, to approximately 518 in 2010.

Under this growing umbrella of public school choice, single-gender classes are spreading

across the nation. Across the globe, educational systems have wrestled with the

implications of segregating students by gender or maintaining coeducational

environments. Empirical evidence from a variety of countries has added complexity to

this debate, highlighting that the effects of class type extend far beyond traditional

notions of educational pedagogy.

Teachers, parents, and legislators have all given the option of single-gender or

mixed-gender courses for Senior High School (SHS) students in Lanao Del Sur,

Philippines, a lot of thought. It becomes clear that this local situational analysis aims to

offer a detailed understanding of how class type affects SHS students’ self confidence

and classroom involvement in this particular area. It is crucial to focus on Lanao Del

Sur's distinctive cultural, social, and academic dynamics in order to fully understand the

effects of this educational decision and how to create a supportive learning environment

that is catered to the requirements of the local student body.

 2

Additionally, the educational difficulties in BARMM are distinct, with crucial

roles played by concerns including access to high-quality education, gender inequities,

and cultural sensitivity. Designing educational interventions that are in line with the

unique requirements and ambitions of the region requires an understanding of how class

type influences the confidence and involvement of SHS students within the context of the

BARMM. This study endeavors to bridge the gap between global research findings and

the regional realities of BARMM, thereby enriching the discourse on education in this

diverse and dynamic part of the Philippines.

 3

Statement of the Problem

This study aimed to examine whether segregating students based on gender in

classrooms has an impact on their attitude, considering factors such as confidence,

motivation, engagement, collaboration, and overall attitude towards learning. The

ultimate goal is to gain valuable insights into the advantages and disadvantages of same-

gender classes in terms of shaping Grade 12 students’ attitudes. These insights can inform

educational policies and practices, ultimately enhancing the learning experience and

outcomes of Grade 12 Students.

Specifically this research seeks to answer the following questions:

1. What is the Profile of the Students?

1.1 Age

1.2 Gender

1.3 Strand

2. What is the level of Academic Performance of the Students?

3. What is the Attitude of the Students in Same-gender Class?

4. Is there a relationship between the Attitude of the students in same gender class and

Academic Performance of the students?

Research Hypothesis

At the significance level 0.05, the following hypothesis were tested.

H0: There is no significant relationship between the class type, attitude and

academic performance of the students.

H1: There is a significant relationship between the class type, attitude and

academic performance of the students.

 4

Conceptual Framework

The variables in the study is divided into two: the independent variable which is

the same-gender class and the Dependent Variable which is the Attitude of the Grade 12

Students in Ibn Siena Integrated School.

Independent Variable Dependent Variable

Attitude of the
Same-gender Class Grade 12 Students
in Ibn Siena
Integrated School

Figure 1.1 Conceptual Framework of the Study

Scope and Limitation

The study focused on the effects of the Same-Gender Class to the Attitude of the

Grade 12 Students at Ibn Siena Integrated School Foundation in the first semester, A.Y.

2023-2024. This study used a survey questionnaires. This study had male and female

Grade 12 students of Ibn Siena Integrated School Foundation.

This study did not cover the other problem that are not necessarily connected to

the effects of same-gender on the attitude of students at Ibn Siena Integrated School

Foundation. The result of this study will be applicable only to the respondents of this

study and will not be used as a measure to the effects of Same-Gender Class to the
 5

attitude of the students who do not belong to the population of the study. The main source

of data will be the questionnaire, which is prepared by the researchers.

Significance of the Study

This research is to determine the effect of having same-gender class towards the

attitude of the Grade 12 Students. Moreover, the result of the study will be beneficial to

the following individuals:

Grade 12 Students. SHS Students will be able to gain insights into the potential

effects of same-gender classes on their academic performance. They can learn about the

benefits and challenges of such an educational setting and make informed decisions or

provide feedback regarding their preferences. Understanding how same-gender classes

may have effects on academic performance can help students evaluate their own learning

needs and determine the best environment for their individual success.

School Administration. The school will be able to gain insights on academic

performance, gender-based teaching approaches, student engagement, and social-

emotional development by studying the impact of same-gender classes on student

attitudes. This information can help improve teaching strategies, create inclusive learning

environments, and foster positive peer relationships within the school community.

Teachers. Teachers will be able to gain valuable insights into the potential effects

of same-gender class on the attitude of their students. This knowledge can help teachers

make informed decisions regarding pedagogical strategies and classroom management

techniques that best support the learning needs of their students.

Future Researchers. This study can be significant for future researchers by

providing a foundational understanding of the effects of same-gender classes on

 6

education. It can serve as a reference point for further investigation into various aspects

of gender-based teaching approaches and contribute to the existing body of knowledge.

The findings can inform future research on educational policies and reforms,

helping to promote equity and inclusivity in schools.

Definition of Terms

For better understanding of concepts and terminologies used in this study, the

following terms are hereby cenceptually and operationally defined.

Academic Performance. Refers to the level of achievement or success a student

demonstrates in their academic pursuits, typically in an educational institution.

Attitude. Refers to a person’s overall evaluation, belief, or emotional deposition

towards a particular subject, individual, event, or situation.

Same-gender Class. Refers to a classroom or educational settings where all the

students are of the same gender, either all male of all female. In this type of arrangement,

boys and girls are separated for instructional purposes, creating learning environment

exclusively for one gender.

 8

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Studies

Introduction

The argument over single-gender and mixed-gender courses has sparked

tremendous attention and controversy in secondary school. This study digs into the

essential topic of class type and its substantial impact on high school students’ self-

confidence and active involvement. According to McNeil (2008), single-gender

education grew from a total of 11 public schools in 2002 to approximately 518 in 2010.

Under this growing umbrella of public school choice, single-gender classes are spreading

across the nation. Across the globe, educational systems have wrestled with the

implications of segregating students by gender or maintaining coeducational

environments. Empirical evidence from a variety of countries has added complexity to

this debate, highlighting that the effects of class type extend far beyond traditional

notions of educational pedagogy.

Same-gender Class

Kelly and Oloyede (2019) studied the Girl’s Physical Science Performance

between Co-educational and Single-sex school in Swaziland . The findings

from this study showed that girls from single-sex schools perform significantly better in

physical science than girls from co-educational schools. Social factors have the greatest

influence on girl’s physical science performance, while school management issues have

the least influence. It was concluded that performance of girls in single-sex schools is
 8

significantly different from the performance of girls from co-educational schools and

social factors have the greatest influence on the physical science performance of girls.

Nuraen (2020) in her study entitled “Single-sex Education: Does it make a

difference to Students’ Academic Achievement” and found that proves that single-sex

education enables teachers to address gender differences in their classroom, enhances

students motivation, and increases students participation in learning process. Finally,

these are beneficial to students academic achievement. The discussion of this

investigation brings implications for education practitioner to promote the

implementation of single-sex education as it has positive impacts on students academic

achievement. In addition, the discussion is expected to have implications for policy

makers to consider the needs of implementing single-sex education to narrow gender

academic achievement gap.

Skital, Ezri (2021) studied the Relationship between Classroom type ( Single -

Sex or Mixed- Sex ) and the Academic Achievements in Mathematics among

Students belonging to the National-Religious Society in Israel and concluded that

there is no relationship between classroom type and boys’ achievement in mathematics,

while a significant relationship was found between learning in single-sex classroom and

higher math achievements among girls in elementary school. In middle school, however,

no significant difference was found.

Zulkiflee (2022) studied “Speaking Anxiety among Single-gender and Co-

educational School Students in an Online Learning Context” and revealed that the

majority of the students experienced low speaking anxiety levels, female students

experienced higher speaking anxiety levels than their counterpart gender, and there was a
 9

statistically significant difference between the students’ speaking anxiety mean scores in

single-gender and co-educational schools. Additionally, within the context of the co-

educational schools, female students’ speaking anxiety was significantly higher. The

results of the analysis of the interviews indicated the sources of speaking anxiety and

coping strategies employed by the students. This study provides pedagogical

implications to English language education.

Gearóid (2023) studied “Differences in the Teaching of Civic, Social and

Political Education: An Analysis of the Impact of School Gender” and suggests that

CSPE teachers in single-sex female schools place greater value on the subject and are

more likely to promote social responsibility and student voice, suggesting a greater

emphasis on participatory and justice-oriented citizenship. Teachers in single-sex male

schools are more likely to focus on politics and action aligning with participatory

citizenship.

Jose and Darragh (2023) studied “Single-sex Schooling, gender and

Educational Performance: Evidence using PISA Data” and found find significant raw

gaps in reading, science and mathematics scores between females in single ‐sex and

mixed‐sex schools and in mathematics scores for males across the same school types.

However, after controlling for a rich set of individual, parental and school ‐level factors

we find that, on average, there is no significant difference in performance for girls or

boys who attend single‐sex schools compared to their mixed‐school peers in science,

mathematics or reading. In terms of heterogeneous analysis, this finding is consistent

across the performance distribution.

 10

Tuğba and Betul (2023) studied “English Teachers’ Perceptions of Teaching

English in Single-sex Classrooms” uncovered four benefits of classrooms with just one

gender. Initially, it was asserted that these classrooms offered the perfect psychological

setting for language acquisition. Teachers claim that the absence of the other sex in the

classroom is mostly to blame for this. Students may experience feelings of shyness,

pressure, and fear of looking foolish in front of the other sex when they are around it. As

a result, they might not try taking chances, which primarily has a negative impact on

students' oral skills. For instance, they might be reluctant to read aloud or speak a

passage. On the other hand, students might feel less nervous, more self-assured, and more

willing to talk and take chances when the other sex is not present.

Ayala and Ester (2023) studied the features of classroom discourse in two single-

sex high school classes—a boys' class and a girls' class—during physics lessons entitled

“Classroom Discourse in Single-sex Physics Classes” and came to the conclusion that

there is little difference between the discourse of the girls and the boys in a single-sex

class.

Attitude on Same-gender Class

Hamsah, Hardianti Lestari (2018) studied “Non verbal communication

of English Speaking Skills in single-sex classroom management” and explored to what

extent the eleventh year's students of the single-sex classroom management have

mastered the English speaking skills regarding eye contact, enthusiasm, and confidence.

This study revealed that the female students who have already been in the single-sex

classroom have high confidence, convey strong enthusiasm and maintain eye contact well

while speaking English. Therefore, we can say that the eleventh year’s students of the
 11

single-sex classroom management have mastered the English speaking skills regarding

eye contact, enthusiasm, and confidence in which the researcher in a single-sex classroom

has done the criteria.

Salman Yousuf (2019) studied “Comparison of the Professionalism Behaviours

of Medical Students from Four GCC Universities with Single-gender and Co -

educational Learning Climate” and founded that in single-gender schools, females

were stricter than males for only 6% of the inventory and seniors were more lenient than

juniors for another 6% of the inventory. Conclusions This study reports significant

congruence and some differences in medical students’ perceptions of unprofessional

behaviors. Educators are urged to develop a unified framework for enforcing sanctions to

unprofessional behaviors.

Katrina and Jessy (2020) studied “Motivation and Engagement with Physics: a

Comparative Study of Females in Single-Sex and Co - educational Classroom” and

revealed that both cohorts have high levels of achievement motivation in relation to

physics irrespective of their classroom composition; however, females from single-sex

schools showed higher values for some constructs across various physics topics. This

paper highlights the scarcity of research into females’ sustained participation in physics,

once they commence studying physics, and the difference class composition makes to

females’ achievement motivation and future enrolment intentions.

Terrance et al. (2021) studied “The role of single sex schools in the gendering

of confidence in high school adolescents,” revealing that the first large scale study that

demonstrates that women are no less confident than men under conditions where

gendered structures are mitigated by their environment.

 12

Effect of Same-gender Class

Wim banu et al. (2018) studied “Teacher – Student Interaction in the English

Classroom: A Case Study in a Single Sex School” and found that the highest number

of conversation analysis type was turn – taking organization followed by sequence

organization (adjacency pairs) and the preference organization and the lowest number

was repair organization. The pattern of teacher student conversation was influenced by

several factors such as the topics discussed, the teaching – learning method used by the

teacher, the rules of Islamic regulations and the teacher’s strategy in giving extra score to

the students. It was concluded that there were no marked differences of the pattern of

teacher – student conversation found in the class of female student and male student only.

The teacher had succeeded in the teaching and learning process without considering the

gender of the students.

Dennis et al. (2019) “Students' gendered perceptions of mathematics in

middle grades single ‐ sex and coeducational classrooms ” The study concluded that

Female participants more frequently considered mathematics to be a female domain than

the male participants. Male participants, on the other hand, typically did not stereotype

the mathematics as a gendered domain. Results from this study do not indicate, for girls

at least, that participation in single‐sex classes results in a greater propensity to stereotype

mathematics as a gendered domain than would be the case in coeducational classes. This

study contributes to the evolving discourse and understanding of adolescents' gendered

attitudes and beliefs towards mathematics—especially in light of stereotyped assertions

that have a bearing on efforts to promote the learning of mathematics and science
 CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with methods and procedures that was used by the researchers

in gathering and analyzing the data. This section includes the Research Design, Research

Locale, Research Respondents, Research Instruments, Data Collection Method, and

Statistical Treatment.

Research Design

This study used quantitative method because it used statistical tools to evaluate,

analyze, and interpret the data gathered. In this study, the research design used is the

descriptive (non-experimental) research design. The descriptive research design is

employed in order to make use of a survey questionnaire to be given to the respondents of

the study. Other than that, this study is more of correlational-quantitative research

because it assessed if there is a relationship between the academic performance of the

students and their attitudes towards academics.

Research Locale

The setting of this study was at Ibn Siena Integrated School Foundation(ISISF). It

is located in Biyaba, Marawi City. It was founded on 1995 by two organizations, the

Ranao-Council [RC] and the Markazoshabab, a group of Islamic scholars. They envision

that the Moro people will be educated by both Islamic and western education and thus,

ISISF was founded.

When they first opened, they only have more than 100 students to teach but as

time goas by, they have made it to thousands of students from kindergarten to senior high
 14

school. The total population of senior high school students (Grade 11 and Grade12) is

190.

The researchers purposively chose this area because of its accessibility to the

researchers in gathering area.

Figure 3.1 Map of the locale

 15

Research Respondents

The respondents of the study are the grade 12 Senior High School students

of ibn Siena Integrated School Foundation [ISISF]. The researchers used Simple Random

Sampling in getting the respondents. The researchers chose them because they are the

most preferable respondents to the study. As we all know, that same-gender classes

provide students with a more supportive and inclusive learning environment. Students in

same-gender classes may feel less pressure to conform to traditional gender roles and

stereotypes. They may also be more likely to feel comfortable asking questions and

participating in class discussion. Same-gender classes. The researchers chose the grade

12 students because they are sectioned by gender.

Table 3.1. computation of the sample size.

Slovin’s Formula:

N
n= 2
1+ N (e)
Where:
N= Population e= margin of error
n= sample size 1= constant
351
n= 2
=175.5
1
1+351( )
√ 351
 16

Table 3.2. Respondents of the Study

NUMBER OF

STRAND PRESPONDENTS PARTICIPANTS

STEM 12 251 125

ABM 12 49 25

HUMSS 12 51 25

TOTAL 351 175

Research Instrument

In this study, a well-constructed and researchers-developed survey questionnaire

was used to attain a certain desired data. The researchers had also taken consent from the

respondents for the participation in the research. The questionnaire employed a Likert

scale with four options: strongly agree, agree, disagree, and strongly disagree. This scale

will facilitate the analysis of the collected data.

The researcher made sure that the set of questions are enough to provide sufficient

data needed in the study. The questionnaire was composed of two parts. The first part

included the respondents’ profile such as age, gender, and strand, the last part was about

their attitude and academic performance in a same-gender class. In this survey, the

researchers made sure that the personal information and identity of each respondent

remains confidential to maintain the accuracy and objectivity of the whole survey.

Data Collection Method

 17

Firstly, Researchers formally requested permission from the school principal

through a letter delivered to classroom advisors.This step ensured proper authority and

compliance with school regulations.

Secondly, Individual consent for participation was directly obtained from Grade 12

students at ISISF. This ensured informed participation and ethical research conduct.

Researchers personally distributed survey questionnaires to the participating Grade 12

students. This facilitated direct interaction and clarification (if needed) during the data

collection process. Students completed the questionnaires individually.This ensured

anonymity and honest responses.

Thirdly, After all questionnaires were completed and collected, researchers

compiled the responses. This involved careful organization and preparation of the data

for analysis. With the assistance of a consulted statistician, researchers employed

appropriate statistical tools to analyze the collected data. This ensured accurate

interpretation of the results and identification of any meaningful patterns or trends.

Researchers carefully analyzed and interpreted the results, drawing conclusions based on

the statistical findings. This involved connecting the data to the research questions and

providing insights into the effect of same-gender classes on Grade 12 students' attitudes.

Lastly, after conducting the survey, the researchers had gathered all of the answers

from the survey questionnaires, and the results were analyzed and interpreted by using

the given statistical tools with the help of the referred statistician of the study.

Statistical Treatment
 18

The data was organized and documented depending on what would be

quantitatively measured by the researchers in order to ensure the reliability of the results

of the research data. The data was treated with two statistical treatments. These statistical

treatments were under the descriptive statistics namely the frequency and percentage

distribution and the weighted mean. The responses of each item in the tables will be

subjected to the weighted mean treatment to determine the weight of each response.

These statistical tools are as follows:

Frequency. This was used to identify the number of the respondents of the study.

Percentage. This was used to come up with the scores of the respondents

with the following formula.

Formula:

F
P= x 100%
N

Where:

P = Percentage

F = Number of respondents

N = Number of population

Weighted Mean. This tool was used to evaluate the level of readiness of the

Grade 12 students for tertiary education under the new normal. Mean is the sum of all

scores divided by the number of population.

Formula:

X = Σx/n

Where:
 19

Σ = summation

n = data

x = mean

Chi-square. This is commonly used for testing relationships between categorical

variables. It was used to know if the attitude has a relationship with the academic

performance of the students.

Formula:
2
x =Σ(0-E)/E

Where:
2
x = Chi-square= Summation

0 = observed frequency in each category of same-gender class

E= expected frequency in each category of same-gender class

Mean and Interpretation

Point Scale Range Interpretation

1 1.00-1.50 Strongly Agree
2 1.51 - 2.50 Agree
3 2.51-3.50 Disagree
4 3.51-4.00 Strongly Disagree
 20

CHAPTER IV

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter presents the data results, its analyses, and interpretations pertaining

to the academic performance and attitude of students in same-gender class and the

relationship between the attitude and academic readiness of the students.

Table 4.1. Mean and Interpretation

Point Scale Range Interpretation

1 1.00-1.50 Strongly Agree
2 1.51 - 2.50 Agree
3 2.51-3.50 Disagree
4 3.51-4.00 Strongly Disagree
Part 1. Academic Performance of the Students in Same-Gender Class

Table 4.2. Academic Performance of the Students in Same-Gender Class

Statements Mean Interpretation

I make myself prepared in all my subjects. 2.13 Agree
I pay attention and listen during every discussion. 1.79 Agree
I want to get good grades in every subject. 1.48 Strongly agree
I actively participate in every discussion. 1.93 Agree
I gain focus when I see technical problems. 2.16 Agree
I enjoy homework and activities because they help me
2.36 Agree
improve my skills in every subject.
I exert more effort when I do difficult assignments. 2.23 Agree
Solving problems is a useful hobby for me. 2.40 Agree
Total Mean 2.06 AGREE

Based on the table 4.5, majority of the respondents agree with the items regarding

the Academic Performance. However, some of the respondents strongly agree in gaining

high mark or grades in all subject areas. The academic performance assessment aimed to
 21

identify the gaps and strength in the knowledge, skills, abilities and participations. A

study by Kanny et al. (2014), “Impact of same-gender class on the academic achievement

of the middle school students,” found that same-gender class could contribute possitively

to the academic outcomes.

Part II. Attitude of the students in same-gender class

Table 4.3. Mean and Interpretation

Point Scale Range Interpretation

1 1.00-1.50 Strongly Agree
2 1.51 - 2.50 Agree
3 2.51-3.50 Disagree
4 3.51-4.00 Strongly Disagree

Table 4.4. Attitude of the Students in Same-Gender Class

Statements Mean Interpretation

I experience a different classroom dynamic when I am in
2.04 Agree
same-gender class compared to mixed-gender class.
I prefer same-gender classes. 1.79 Agree
Same-gender class positively impacts students’ attitude. 1.70 Agree
Being in same-gender class enhanced my overall
1.82 Agree
academic performance.
My confidence improves when I am in same-gender class. 1.62 Agree
My class participation improves when I am in same-
1.67 Agree
gender class.
My motivation improves when I am in same-gender class. 1.75 Agree
I am more disciplined when I am in same-gender class. 1.93 Agree
I feel more comfortable expressing my opinions when I
1.73 Agree
am in same-gender class.
I believe that same-gender class helps reduce distractions
1.71 Agree
and improve focus during lessons.
Same-gender classes promote better communication and
1.67 Agree
collaboration among students.
Same-gender classes promote a more inclusive and
1.75 Agree
supportive learning environment.
Same-gender classes help in reducing gender-based
1.78 Agree
stereotypes and biases.
 22

Same-gender classes lead to a more respectful classroom

1.91 Agree
environment.
I am satisfied with the same-gender class arrangement at
1.70 Agree
Ibn Siena Integrated School.
If I would have an opportunity next year, I would choose
1.67 Agree
to be in a same-gender class.
Total Mean 1.76 AGREE

Table 4.7 shows the data relating to male and female students’ attitudes in

gender-specific classes. The respondents agreed in all of the items regarding perceptions

about students in gender-specific classes displaying better attitudes toward schooling than

their peers in non-gender-specific classes. At least a total mean of 1.76 believe this is be

true.

Students in gender-specific schools have positive attitudes towards academics.

The respondents certainly confirms that students in gender-specific classes have better

attitudes towards schooling because of fewer distractions and can boost their confidence.

According to Geraldine (2022) in her study “The Effect of Gender-Specific

Instruction on Enhancing Student Learning according to Educators’ Perceptions,” most

educators believed that students in gender-specific settings had fewer distractions than

students in non-gender-specific settings. K-12 educators responded positively that

students in co-educational settings were more distracted than students in gender-specific

settings 80% for male and 88% for female students.

Part III. Relationship between the attitude and academic performance of the students
 23

Table 4.5. Relationship between the Attitude and Academic Performance of the

Students

Variables Chi-Square Level of Decision Conclusion

Value Significance

Attitude*Academic 504.578 0.001 Reject the Highly

Performance Null Significant
Hypothesis

In the table above, it shows that there is a relationship between the academic performance

of the students and their attitudes towards academics. It implies that, one of the factors

arise the positive attitude of the students in the classroom was the gender specific classes.

According to Javier Díez-Palomar (2020) studied “Relations of Learners’ Attitude and

Academic Performance in Online Distance Learning In Araling Panlipunan

The link between student attitude and academic performance is strong, and since

a student’s attitude is within his or her control, that means that performance often is, as

well.
 24

CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents the summary, findings, and conclusions derived in the

conduct of the study which is the effect of same-gender class to the attitude of the grade

12 students.

Conclusion

Based on the indicated findings, the following conclusions were drawn:

1. The gender-specific classes in grade 12 level implies that most of the

respondents were 18 years old to 19 years old.

2. The gender-specific classes in grade 12 level implies that most of the

respondents were female students.

3. The gender-specific classes in grade 12 level implies that the students under the

STEM are greater than ABM and HUMSS.

4. The same-gender class in grade12 students strongly agree that they’re gaining

high mark or grades in all subject areas.

5. The same-gender class in grade 12 level have better attitudes toward

academics.

6. The same-gender class in grade 12 level better attitudes towards schooling

because of fewer distractions and can boost their confidence.

7. Same-gender class may reduce distractions one of the primary advantages of

same-gender classes is the potential reduction in distractions. It has been observed that

students often find it easier to concentrate in an environment where all classmates share

their gender.
 25

8. The gender-specific classes in grade12 implies that there is a relationship

between the academic performance of the students and their attitudes towards academics.

Recommendation

This study revealed that one of the factors that helps arise the positive attitude of

the students was being in a gender-specific classes. Thus, the following recommendations

are hereby presented:

1. The researchers recommend that Ibn Siena Integrated School could continue the

gender-specific class setup as it proves that same-gender class setups contribute in the

positive attitude of the students.

2. The researchers recommend that other academic institutions might consider the

adoption of same-gender classes as a potential strategy to augment students’ overall

academic performance. This could lead to a more focused learning environment, enabling

students to better absorb and retain information.

3. Researchers suggest that different genders may have different learning styles. Same-

gender classes could allow for teaching methods to be tailored to these styles. By

implementing same-gender classes, educators could adapt their teaching strategies to

cater to these gender-specific learning styles, potentially leading to a more effective and

engaging learning experience.

4. The researchers recommend conducting a pilot program and carefully monitoring the

same-gender class setup on student performance, engagement, and well-being before

deciding to implement it on a larger scale.

5. The researchers recommended that parents should be encouraged to enroll their

children in single sex schools especially males.

 26

Future Researchers

1. Researchers recommend that future studies may compare same-gender class to

mixed-gender classes.

2.Researchers recommend that future studies may explore the advantage and

disadvantage of being in a same-gender class.

3. Researchers recommend that future studies may examine if there is gender-

stereotypes in a mixed-gender class.

4. Researchers suggest that future studies should focus on the implications of

their findings for policy or practice.

 27

REFERENCE

Abraham, Jessy; Barker, Katrina (2020). Motivation and Engagement with Physics: a
Comparative Study of Females in Single-Sex and Co - educational Classrooms
Al-Qahtani, Mona Faisal; Guraya, Salman Yousuf (2019). Comparison of the
Professionalism Behaviours of Medical Students from Four GCC Universities
with Single-gender and Co - educational Learning Climates
Baru, Peter Muriuki; Ndegwa, Lucy Wanjira; Mbugua, Zakaria; Njoka, Johannes (2020).
Influence of Teacher-Student Relationships on Learners’ Loneliness in
Single Gender and Co - educational Schools in Murang’a County, Kenya
Bouabdallah, Faiza Haddam (2021) EFL Corner in Algeria: Single - Sex vs Co-
Educational Schools, European Journal of Education.
Carole, Hooper (2020). Single - sex versus coeducational schooling in 19th- century
Victorian public schools
Clavel, Jose G.; Flannery, Darragh (2023). Single ‐ sex schooling, gender and educational
performance: Evidence using PISA data
Fitzsimmons, Terrance W; Yates, Miriam S; Callan, Victor J (2021). Lean in? The role of
single sex schools in the gendering of confidence in high school adolescents
Frühauf, Anika; Hundhausen, Franziska; Kopp, Martin (2022). Better Together?
Analyzing Experiences from Male and Female Students and Teachers from Single
- Sex and Coeducational Physical Education Classes
Hamsah, Hardianti Lestari (2018). Non-verbal communication of English speaking skills
in single - sex classroom management
Javier et al. (2020). Transforming students’ attitudes towards learning through the use of
successful educational actions
Karaca, Tuğba; Bal Gezegin, Betul (2023) English Teachers' Perceptions of
Teaching English in Single - Sex Classrooms
Kombe, Dennis; Che, S. Megan; Bridges, William (2019). Students' gendered
perceptions of mathematics in middle grades single ‐ sex and coeducational
classrooms
Li, Gu; Wong, Wang (2018) Single - Sex Schooling: Friendships, Dating, and Sexual
Orientation. Archives of Sexual Behavior
Nuraeni, Surya Fajar Cahyo (2020) Single-sex Education does it make a difference to
studentsacademic achievement?
O’Brien, Gearóid (2023). Differences in the teaching of civic, social and political
education: An analysis of the impact of school gender
Raviv, Ayala; Aflalo, Ester (2023). Classroom discourse in single - sex physics classes: A
case study
Salomone, Rosemary C. (2022) Single - Sex Programs: Resolving the Research
Conundrum
SuryaFajar Cahyo Nuraeni (2020). (implementing single-sex education to narrow gender
academic achievement gapDOI: 10.24071/ijiet.2020.04021
Tsikati, Alfred F.; Mkhize, Nontobeko( 2019). predictors of agriculture student academic
performance in single-sex schools in Eswatini
Ukhrowi, Wim banu; Suharsono, Suharsono; Suwono, Suwono (2018). Teacher – Student
Interaction in the English Classroom: A Case Study in a Single Sex School
 28

V. L, Kelly; O. I, Oloyede (2019). A comparative study of girls’ physical science

performance between co-educational and single-sex schools in Swaziland
Wong, Wang Ivy; Shi, Sylvia Yun; Chen, Zhansheng (2018). Students from single - sex
schools are more gender-salient and more anxious in mixed-gender
situations: Results from high school and college samples
Zulkiflee, Mohamad Aiman; Nimehchisalem, Vahid (2022). Speaking Anxiety among
Single-Gender and Co - Educational Schools Students in an Online Learning
Context
 29

APPENDIX A
LETTER TO THE RESPONDENTS
IBN SIENA INTEGRATED SCHOOL FOUNDATION
Biyaba, Marawi City
Senior High School Department

December 13, 2023

Dear Respondents:
Assalamu Alaikom

The Grade 12 STEM (Group 3) students of this school are currently conducting a
study titled “THE EFFECT OF SAME-GENDER CLASS TO THE ATTITUDE OF
GRADE 12 STUDENTS IN IBN SIENA INTEGRATED SCHOOL: A
QUANTITATIVE STUDY.” This is in partial fulfillment of the requirements of the
subject Research 2 in Daily Life 2.

In this regard, they would like to ask some of your valuable to answer the attached
survey questionnaire. Rest assured that your answers would be kept highly confidential.
Thank you very much for considering taking part in this study. Your contribution will
positively impact the development of educational strategies and practices to benefit
students at Ibn Siena Integrated School and beyond. Your involvement is greatly
appreciated.

Wasallam!

Respectfully yours,

AIRA CADALI ACOB

Group Leader

Noted by:
Ms. NOR-ASIA S. BATO, LPT
Teacher
 30

APPENDIX B
SURVEY QUESTIONNAIRE

Directions: Kindly fill up the following and put a check mark (✓) on the following
information which implies to you.
Part 1. Demographic Profile

Age: Gender: Strand:

 16-17  1.Femal  1. STEM
 18-19 e  2. HUMSS
 20 and above  2.Male  3. ABM

Part 2. Directions: Kindly fill up the following and put a check mark (✓) on the
following information which implies to you. Use the rating scale in assessing the
following.
1– STRONGLY AGREE
2 – AGREE
3 –DISAGREE
4 – STRONGLY DISAGREE
Questions SA A D SD
(1) (2) (3) (4)
Academic Performance
1. I make myself ready in all my subjects.
2. I pay attention and listen during every
discussion.
3. I want to get good grades in every subject.
4. I actively participate in every discussion.
5. I gain focus when I see technical problems.
6. I enjoy homework and activities because they
help me improve my skills in every subject.
7. I exert more effort when I do difficult
assignments.
8. Solving problems is a useful hobby for me.
Attitude
9. I experience a different classroom dynamic
when I am in same-gender class compared to
mixed-gender class.
10. I prefer same-gender classes.
11. Same-gender class positively impacts students’
attitude.
12. Being in same-gender class enhanced my
overall academic performance.
13. My confidence improves when I am in same-
gender class.
 31

14. My class participation improves when I am in

same-gender class.
15. My motivation improves when I am in same-
gender class.
16. I am more disciplined when I am in same-
gender class.
17. I feel more comfortable expressing my
opinions when I am in same-gender class.
18. I believe that same-gender class help reduce
distractions and improve focus during lessons.
19. Same-gender classes promote better
communication and collaboration among students.
20. Same-gender classes promote a more inclusive
and supportive learning environment.
21. Same-gender classes help in reducing gender-
based stereotypes and biases.
22. Same-gender classes lead to a more respectful
classroom environment.
23. I am satisfied with the same-gender class
arrangement at Ibn Siena Integrated School.
24. If I would have an opportunity next year, I
would choose to be in a same-gender class.
 32

APPENDIX C

PROFILE OF THE RESPONDENTS

Frequency and Percentage Distribution of Students in terms of Age

Frequency Percent Valid Cumulative

Percent Percent
16 to 17 years old 43 24.7 24.7 24.7
18 to 19 years old 123 70.7 70.7 95.4
Valid
20 years old and above 8 4.6 4.6 100.0
Total 174 100.0 100.0

Age Distribution of the Respondents

Based on the gathered data, majority of the students aged 18 years old to 19 years

old (70.7%).This implies that most of the Senior High School students had age range of

18 to 19 years old.
 33

Frequency and Percentage Distribution of Students in terms of Gender

Frequency Percent Valid Cumulative

Percent Percent
Female 108 62.1 62.1 62.1
Valid Male 66 37.9 37.9 100.0
Total 174 100.0 100.0

Gender
Male, 38%

Female, 62%

Gender Distribution of the Respondents

Based on the gathered data, majority of the respondents are female (62%). This

implies that most of the randomly selected respondents were female students in Ibn Siena

Integrated School Foundation and 38% were the male students.

 34

Frequency and Percentage Distribution of Students in terms of Strand

Frequency Percent Valid Cumulative

Percent Percent
STEM 126 72.4 72.4 72.4
HumSS 28 16.1 16.1 88.5
Valid ABM 20 11.5 11.5 100.0

Total 174 100.0 100.0

Strand Distribution of the Respondents

Based on the gathered data, majority of the students were enrolled in the STEM

strand (72%). This implies that the students under the STEM are greater than ABM

(12%) and HUMSS (16%).

Part II. Level of the Academic Performance of the Students

 35

APPENDIX D

PERSONAL DATA SHEETS OF THE RESEARCHERS

Name: Aira Cadali Acob

Age: 18

Grade level and Track: Grade 12-STEM

Birthday: May 08, 2005

Address: Biyaba-Damag, Marawi City

Name of the father: Yasser D. Acob

Name of the mother: Yusria A. Cadali

Contact number: 0910-981-6976

Hobby: Reading

E-mail: [email protected]

Ambition: To become a successful cardiologist

 36

PERSONAL DATA SHEETS OF THE RESEARCHERS

Name: Johaira S. Cabugatan

Age: 18

Grade level and Track: Grade 12-STEM

Birthday: May 04, 2005

Address: MSU, Marawi City

Name of the father: Mike D. Cabugatan

Name of the mother: Nawira A. Sumali

Contact number: 09702335502

Hobby: Watching

E-mail: [email protected]

Ambition: To become a successful doctor and make my parents proud

 37

PERSONAL DATA SHEETS OF THE RESEARCHERS

Name: Fatima B. Hadji Fahad

Age: 18

Grade level and Track: Grade 12-STEM

Birthday: August 13, 2005

Address: Poona Marantao, Rgayan, Lanao Del Sur

Name of the father: H. Fahad Macabuat

Name of the mother: Farhana Mcabuat

Contact number: 09169336587

Hobby: Watching & Reading

E-mail: [email protected]

Ambition: To become successful, In Shaa Allah

 38

PERSONAL DATA SHEETS OF THE RESEARCHERS

Name: Haulah Macatanong

Age:18

Grade level and Track: Grade 12-STEM

Birthday: February 19, 2005

Address: Lumbac Inudaran, Marantao, Lanao Del Sur

Name of the father: Abulkais B. Macatanong

Name of the mother: Nor-ain B. Macatanong

Contact number:09465290760

Hobby: Playing games

F-mail: [email protected]

Ambition: to be successful, In Shaa Allah

 39

PERSONAL DATA SHEETS OF THE RESEARCHERS

Name: Jawhara Palawan

Age: 18

Grade level and Track: Grade 12-STEM

Birthday: December 03, 2005

Address: Matampay, Marawi City

Name of the father: Jamael B. Palawan

Name of the mother: Norhata R. Andam

Contact number: 09126094324

Hobby: Reading books

E-mail: [email protected]

Ambition: To become successful