Subject : The Effect of Moving from Single Gender Classes to Mixed Gender Classes on Saudi Students' Motivation, Self-esteem, Engagement, and Performance in the Class

Abstract

Abstract The aim of the present research is to examine the effect of moving from single gender classes to mixed gender classes on Saudi students' motivation, self-esteem, engagement, and performance in a class of both women and men. Six focus groups were conducted with 18 participants: two all-male focus groups, two all-female focus groups, and two mixed focus groups. The analysis shows a limited corelation between single gender or mixed gender educational environment and the Saudi students’ motivation, self-esteem, engagement, and performance in the class. The results indicate that gender issues have an impact but are only one of several challenges that Saudi students – like all international students – have to face when they study abroad. Other factors such as the teaching methods, the quality of the educational environment, the level of support the institution provided, and the students’ language proficiency had stronger effects on the Saudi students. The limitations of this study are its small sample size and the homogeneity in the sample, as all the participants were students from Glasgow, a small city in the UK.