This study’s main goal was to compare the English language achievement of female students in an all-girl school and a mixed-sex school within the Ethiopian EFL (English as a Foreign Language) context. The findings, motivated in part by the observation that female students tend to have higher levels of "language-related anxiety," which affect their performance in the environment surrounding them at school. The research involved 92 grade 9 female students from both Pharo (Homosha) Boarding School, an all-girl school, and Bambassi Secondary School, mixed sex school. The study was conducted using a causal-comparative design. Semi-structured interviews were added to the data obtained by analyzing documents from students' English achievement records during their second semester. The Mann-Whitney U test was employed to measure differences in achievement across the two groups. The mixed-sex school students had a slightly higher average grade in English achievement than those from the only-girl school, but the difference was not statistically significant (p =.068) according to the result. Even though school type has some influence on English achievement, the findings also indicate that other factors such as teaching style and school resources are equally important, as psychological factors like speaking anxiety can also have an impact.
| Published in | English Language, Literature & Culture (Volume 10, Issue 4) |
| DOI | 10.11648/j.ellc.20251004.14 |
| Page(s) | 154-159 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
English Achievement, Single Sex School, Mixed Sex School, Language Related Anxiety
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APA Style
Leta, A. M., Ahmed, S. A., Bonda, D. T. (2025). A Comparative Study on English Language Achievement of Female Students Between Only-Girl School and Mixed-Sex School in EFL Classroom. English Language, Literature & Culture, 10(4), 154-159. https://doi.org/10.11648/j.ellc.20251004.14
ACS Style
Leta, A. M.; Ahmed, S. A.; Bonda, D. T. A Comparative Study on English Language Achievement of Female Students Between Only-Girl School and Mixed-Sex School in EFL Classroom. Engl. Lang. Lit. Cult. 2025, 10(4), 154-159. doi: 10.11648/j.ellc.20251004.14
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Download@article{10.11648/j.ellc.20251004.14,
author = {Abiyot Mosissa Leta and Sherif Ali Ahmed and Desalegn Tolesa Bonda},
title = {A Comparative Study on English Language Achievement of Female Students Between Only-Girl School and Mixed-Sex School in EFL Classroom},
journal = {English Language, Literature & Culture},
volume = {10},
number = {4},
pages = {154-159},
doi = {10.11648/j.ellc.20251004.14},
url = {https://doi.org/10.11648/j.ellc.20251004.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20251004.14},
abstract = {This study’s main goal was to compare the English language achievement of female students in an all-girl school and a mixed-sex school within the Ethiopian EFL (English as a Foreign Language) context. The findings, motivated in part by the observation that female students tend to have higher levels of "language-related anxiety," which affect their performance in the environment surrounding them at school. The research involved 92 grade 9 female students from both Pharo (Homosha) Boarding School, an all-girl school, and Bambassi Secondary School, mixed sex school. The study was conducted using a causal-comparative design. Semi-structured interviews were added to the data obtained by analyzing documents from students' English achievement records during their second semester. The Mann-Whitney U test was employed to measure differences in achievement across the two groups. The mixed-sex school students had a slightly higher average grade in English achievement than those from the only-girl school, but the difference was not statistically significant (p =.068) according to the result. Even though school type has some influence on English achievement, the findings also indicate that other factors such as teaching style and school resources are equally important, as psychological factors like speaking anxiety can also have an impact.},
year = {2025}
}
TY - JOUR T1 - A Comparative Study on English Language Achievement of Female Students Between Only-Girl School and Mixed-Sex School in EFL Classroom AU - Abiyot Mosissa Leta AU - Sherif Ali Ahmed AU - Desalegn Tolesa Bonda Y1 - 2025/12/09 PY - 2025 N1 - https://doi.org/10.11648/j.ellc.20251004.14 DO - 10.11648/j.ellc.20251004.14 T2 - English Language, Literature & Culture JF - English Language, Literature & Culture JO - English Language, Literature & Culture SP - 154 EP - 159 PB - Science Publishing Group SN - 2575-2413 UR - https://doi.org/10.11648/j.ellc.20251004.14 AB - This study’s main goal was to compare the English language achievement of female students in an all-girl school and a mixed-sex school within the Ethiopian EFL (English as a Foreign Language) context. The findings, motivated in part by the observation that female students tend to have higher levels of "language-related anxiety," which affect their performance in the environment surrounding them at school. The research involved 92 grade 9 female students from both Pharo (Homosha) Boarding School, an all-girl school, and Bambassi Secondary School, mixed sex school. The study was conducted using a causal-comparative design. Semi-structured interviews were added to the data obtained by analyzing documents from students' English achievement records during their second semester. The Mann-Whitney U test was employed to measure differences in achievement across the two groups. The mixed-sex school students had a slightly higher average grade in English achievement than those from the only-girl school, but the difference was not statistically significant (p =.068) according to the result. Even though school type has some influence on English achievement, the findings also indicate that other factors such as teaching style and school resources are equally important, as psychological factors like speaking anxiety can also have an impact. VL - 10 IS - 4 ER -
Department of English Language and Literature, Wollaga University, Nekemte, Ethiopia
Department of English Language and Literature, Wollaga University, Nekemte, Ethiopia
Department of English Language and Literature, Wollaga University, Nekemte, Ethiopia
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