parents/guardians - medecms.gov.mt survey... · co-education settings in scholastic years 2013-2014...
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CO-EDUCATION IN THE
STATE SECONDARY SCHOOL SECTOR:
A SURVEY OF THE VIEWS OF STUDENTS, TEACHERS AND
PARENTS/GUARDIANS
(ABRIDGED VERSION)
A REPORT SUBMITTED TO
THE HON MINISTER FOR EDUCATION AND EMPLOYMENT
PREPARED BY
MARK G. BORG AND MARIA CIAPPARA
July 2015
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EXECUTIVE SUMMARY
In March 2015 a questionnaire survey was carried out among students and teachers in co-
education settings and the respective parents/guardians with the aim of mapping out the
views of students, teachers and parents/guardians in regard to their experience of co-
education. The responses of 1938 students (80 per cent of the student population), 400
teachers (56 per cent of the teacher population), and 884 parents/guardians (46 per cent of
the parent/guardian population) were analysed in terms of the respective whole sample
and school. Student gender and teacher gender differences were also explored. The most
salient findings show that:
Students
8 in 10 students reported that they are happy and content at school.
Reasons for this include:
“Esperjenza sabiħa li nkun ġewwa s-sistema ġdida tal-Co-Ed.”
“Skola sabiħa, ħafna attivitajiet u lezzjonijiet sbieħ.”
“I have amazing teachers and I love going to my lessons to learn something new.”
“Għalliema u amministrazzjoni ħelwin u ġentili. Ambjent sabiħ u nadif.”
About 84 per cent of students indicated that they are doing well/very well at school.
Teachers
1 in 4 teachers feel that their students are generally doing well in a co-education school.
Almost half the teacher participants indicated that co-education made no difference.
About 21 per cent of teachers feel that their students are generally underachieving in a
co-education setting.
78 per cent of teachers reported that they have settled down teaching in co-education
settings.
12 per cent indicated that they are in need of additional support to maintain discipline in
the classroom.
The teachers’ comments on various aspects of their co-education experience include:
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“Pass rejalistiku fil-ħajja u għall-ħajja.”
“Għaġġilna wisq. Ħaġa tajba imma riedet issir bil-mod.”
“Diskussjonijiet fil-klassijiet saru aktar interessanti u hemm ħafna opinjonijiet varji.”
“Subien u bniet li ma jridux jaħdmu flimkien.”
“Hemm bżonn t’aktar dixxiplina.”
“Subien li jtellfu għaliex iktar imqarbin.”
“Bħala għalliema ma nħossnix rrispettata minn ĦADD.”
“Aktar riżorsi speċjalment matul il-break.”
“Hemm bżonn li wieħed jikkunsidra klassijiet co-ed iżgħar biex ikun hemm aktar dixxiplina
u anqas frustrazzjoni ta’ min irid jitgħallem.”
Parents/Guardians
91 per cent of parents/guardians are generally satisfied with their child’s co-education
experience.
1.5 per cent declared dissatisfaction with the school and the co-education system.
Reasons why parents/guardians are so overwhelmingly satisfied include:
“Is-sistema taħdem u t-tfal integraw sewwa flimkien.”
“l-iskola tieħu ħsieb ħafna lit-tfal. Dejjem jaraw li t-tfal jitgħallmu u jżommu r-regoli ħalli
b’hekk ma jkunx hemm problemi.”
“Għalliema u l-amministrazzjoni ddedikati ħafna.”
“Togħġobni d-dixxiplina u s-serjetà tal-iskola.”
“She is learning a lot. She is happy at the school.”
“Veru rajtu differenti. Hu ‘happy’ ħafna. Jogħġbu u qiegħed għal qalbu.”
92 per cent of parents/guardians feel that their child has settled down in co-education
settings.
85 per cent feel that their child is doing well/very well at school.
1.6 per cent of parents/guardians feel that their child is actually failing at school.
Parents/Guardians also reported problems mentioned by their childen, including:
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“Free lessons kważi kuljum u HW ftit li xejn.”
“Nuqqas ta’ dixxiplina f’ċertu lezzjonijiet.”
“L-imġiba ħażina ta’ studenti subien u kliem mhux xieraq.” “Trasport li fih mhux kulħadd
ikun bilqiegħda.”
“Ħafna tfal jistennew għat-toiletsfil-break.”
“Basket (tal-iskola) tqil ħafna.”
Several aspects that need changing were also identified by parents/guardians. These
include:
“Fil-lezzjonijiet jitkellmu huma biss (i.e. l-għalliema) u ma hemmx hands on learning, fun
activities, videos etc.”
“Support teachers biex jonqsu l-free lessons.”
“Iktar dixxiplina u kontroll tal-klassi.”
“Inħoss li hemm bżonn jaraw x'ser jagħmlu fuq il-bullying.”
“Ammont ta’ toqol li jġorru fis-satchel, ħelu u junk food fit-tuck shop.”
“Iktar kameras għal iktar sorveljanza.”
“Aktar superviżjoni fuq it-tfal bejn il-lezzjonijiet.”
In conclusion, the overall findings show that the three groups of stakeholders consulted in
this study are at best overwhelmingly positive about the system (namely students and
parents/guardians) or cautiously so (namely teachers). Hence, the authors argue that the
co-education experience in its first year in all State Middle/Secondary Schools (except for
two), has been so far, and for the most part, a positive one. The encouraging findings
highlighted by the present study should strengthen the resolve of all those concerned to
continue with renewed vigour and determination to properly address all the pressing
issues that challenges ahead present. Let there be no doubt that there are several
challenges, the major one being the transition from the Middle to the Senior school. Only
by thorough preparation across all of these schools, and by remaining constantly vigilant,
can the co-education experience be a truly positive one for all students.
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CONTENTS
PAGE
EXECUTIVE SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.0 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.1 Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.2 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.3 Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.0 THE VIEWS OF THE STUDENTS . . . . . . . . . . . . . . . . . . . . . . 7
2.1 Student Participants . . . . . . . . . . . . . . . . . . . . . . . 7
2.2 Whole Student Sample . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.0 THE VIEWS OF THE TEACHERS . . . . . . . . . . . . . . . . . . . . . . . . 13
3.1 Teacher Participants . . . . . . . . . . . . . . . . . . . . . . . 13
3.2 Whole Teacher Sample . . . . . . . . . . . . . . . . . . . . . . . . . 14
4.0 THE VIEWS OF THE PARENTS/GUARDIANS . . . . . . . . . . . . 20
4.1 Parent/Guardian Participants . . . . . . . . . . . . . . . . 20
4.2 Whole Parent/Guardian Sample . . . . . . . . . . . . . . . . 21
5.0 CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
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1.0 INTRODUCTION
1.1 Preamble
Following the rolling out of co-education in state middle/secondary schools in September
2014, and in addition of the exploratory study carried among co-education students,
teachers and parents attending St Clara Secondary School and the National Sports School1,
the present study was carried out with the aim of monitoring the co-education initiative.
The study sought the views of students, teachers and parents/guardians2 in regard to their
experience of co-education. Specifically, it focuses on whether or not, so far:
- students are happy and content at school;
- students are doing well at school;
- teachers feel that their students are doing well at school;
- teachers have settled down teaching in co-education settings;
- parents/guardians are satisfied with their child’s co-education experience;
- parents/guardians feel that their child has settled down in co-education settings;
- parents/guardians feel that their child is doing well at school.
Students and teachers were also asked to indicate whether or not they agree with a number
of statements on various aspects of their experience in co-education settings.
Parents/guardians were also solicited to identify specific problems about school and
schooling that their child communicated to them. They were also asked to list anything
about the school and schooling they are not happy with and/or suggestions thereof.
1.2 Methodology
A questionnaire survey was carried among students and teachers who so far had
experiences in co-education settings. These included students and teachers who were in
1 Borg, M.G. (2014) ‘Co-education in State Secondary Schools: An Exploratory Study of the Attitudes,
Concerns and Experiences of Students, Parents, Teaching Personnel, and Members of the SMTs’. Malta: MEDE
2 The authors wish to acknowledge the support and cooperation of the Heads of Middle/Secondary schools
in the administration of the questionnaire survey. They would also wish to thanks all those co-ed teachers, students and their parents/guardians who participated in the survey. Thanks are also due to those PSCD teachers who administered the questionnaire to students as well as to all those without whose help and cooperation this study would not have been possible.
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co-education settings in scholastic years 2013-2014 and 2014-2015. The study sought the
views of the entire target populations of students, teachers and parents/guardians.
Effectively, the resultant participants constituted the sample from each of the three target
populations. The response rates are as follows:
- Students: 79.8 per cent
- Teachers: 55.6 per cent
- Parents/Guardians: 45.6 per cent
Three short, self-administered, questionnaires were prepared, one for each of the three
target populations. A Maltese and an English version of each questionnaire was produced.
One of the authors (Maria Ciappara) contacted all Heads of the target middle/secondary
schools and secured their support in the administration of the three questionnaires. PSHD
teachers were instrumental in the group administration of the student questionnaires. The
Heads of School distributed and collected the teachers’ and parents/guardians’
questionnaires. A small number of returned questionnaires were unusable and were
therefore excluded from the analyses.
1.3 Analysis
The analysis of the data derived from the closed-form questions consisted of the
percentage distribution of responses in terms of the respective whole sample and each
College/School for the responses of each of the three target groups (the latter findings are
not included in this abridged version of the report). In addition, an analysis of gender
differences in some of the responses of the students’ and teachers’ groups was also carried
out. The summaries of the findings are in terms of pictorial charts.
The analysis of the data yielded by the open-form questions consisted of going through
each list of responses several times with the objective of determining common elements in
subsets of responses which legitimizes their organization under specific themes.
The results are organised into three sections as follows:
- The views of the students
- The views of the teachers
- The views of the parents/guardians.
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2. THE VIEWS OF THE STUDENTS
2.1 Student Participants
Total
B'Kara
Blata l-Bajda
Cospicua
Gozo
Ħandaq
Kirkop
Naxxar
Rabat
Pembroke 1
Tarxien
Żejtun
Pembroke 2
NSS 1-3
79.8%
74.1%
88.0%
65.0%
93.1%
60.0%
84.6%
79.1%
89.3%
88.2%
80.1%
87.7%
70.3%
90.5%
FIG 2.1: The sample of students in terms of population figures Total and by school
Total
B'Kara
Blata l-Bajda
Cospicua
Gozo
Ħandaq
Kirkop
Naxxar
Rabat
Pembroke 1
Tarxien
Żejtun
Pembroke 2
NSS
50.9%
37.8%
51.6%
48.4%
62.0%
44.4%
59.9%
44.1%
50.7%
63.0%
40.3%
42.6%
56.7%
64.0%
49.1%
62.2%
48.4%
51.6%
38.0%
55.6%
40.1%
55.9%
49.3%
37.0%
59.7%
57.4%
43.3%
36.0%
Boys
Girls
FIG 2.2: The sample of students partitioned by gender and by school
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2.2 Whole Student Sample
Kuntent/a
Imdejjaq/Imdejqa
Ma nafx
Marrispondewx
79.5%
5.5%
12.6%
2.4%
FIG 2.3: "Issa li ili nattendi din l-iskola għal kważi 5 xhur inħossni..."
All students (n=1938)
Kuntent/a
Imdejjaq/Imdejqa
Ma nafx
Marrispondewx
75.8%
7.1%
12.9%
4.2%
83.4%
4.1%
12.4%
0.0%
Boys (n=986)
Girls (n=952)
Students were requested to indicate why they feel the way they do about their experience
in a co-education school. The 1610 reasons were orgnaised into seven themes as follows.
Co-education
“Esperjenza sabiħa li nkun ġewwa sistema ġdida tal-Co-Ed.”
“Co-Ed mill-Primarja allura togħġobni.”
“Qegħdin imħalltin u kuntenta.”
“Togħġobni s-sistema tal-Co-Ed.”
“Co-Ed ma togħġobnix.”
“Nixtieq li konna girls biss.”
“Co-Ed ma togħġobnix għax is-subien salvaġġi.”
School and Schooling
“Skola sabiħa u lezzjonijiet interessanti.”
“Skola sabiħa, ħafna attivitajiet u lezzjonijiet sbieħ.”
“Skola sabiħa u kbira u hawn ir-rispett.”
“Skola serja u ħafna attivitajiet diversi.”
FIG 2.3a: "Issa li ili nattendi din l-iskola għal kważi 5 xhur inħossni..."
All students: Gender differences
9 | P a g e
“Għadni 'l bogħod u m'hawnx il-faċilitajiet li kellna qabel imma fl-istess ħin naf li fil-futur
se jkollna skola tajba.”
“Skola boring u ta' dwejjaq.”
“Affarijiet neqsin f'din l-iskola u skejjel oħra għandhom.”
Learning
“I have amazing teachers and I love going to my lessons to learn something new.”
“Nieħu pjaċir u nitgħallem affarijiet ġodda.”
“Nitgħallem affarijiet ġodda.”
“Inħobb il-lezzjonijiet u nitgħallem affarijiet ġodda.”
Teachers
“Għalliema u amministrazzjoni ħelwin u ġentili. Ambjent sabiħ u nadif.”
“L-għalliema jekk ikollok problema jagħmlu minn kollox biex jgħinuk.”
“Sibt l-għajnuna u għalliema jirrispettawni.”
“Għalliema jgħallmuna u jfehmuna sew.”
“L-għalliema tajbin u nice.”
“Għalliema tajbin u amministrazzjoni tajba.”
“Skola tajba u għalliema tajbin. Għollejt il-marki bil-ħila tal-għalliema.”
“Għalliema tajbin u lezzjonijiet interessanti.”
“Għalliema strict u vera nitgħallmu.”
“Mhux dejjem kuntenta għax xi għalliema ma jagħtux kasi.”
“Għalliema mhux kollha jgħinuna.”
“Ċertu għalliema ma jirrispettawx lit-tfal u jistmawhom ta' nies baxxi.”
“Xi għalliema jużaw kliem mhux addattat għalina.”
Boy – Girl Rapport
“Subien aħjar ma ġewx magħna għaliex fil-klassi joqgħodu jgħajtu u ma jirrispettawx.”
“Għandi ħafna ħbieb boys u girls.”
“Ħafna ħbieb anki tfajliet.”
“Ħbieb ġodda u boys u girls niċċajtaw flimkien.”
“Subien jaqbdu magħna.”
10 | P a g e
“Subien iwaqqgħuni għaċ-ċajt u nħossni ħażin.”
Bullying between boys and girls
“Subien bullies.”
“Boys jgħidu affarijiet doppju sens u ħafna bullying.”
“Hawn ħafna bullying.”
“Bniet u subien jonqos il-bullying.”
Reasons for feeling unhappy
“Imdejqa għax ma għandix ħafna ħbieb, nkun waħdi u bullied.”
“Ġieli kuntent u ġieli mdejjaq.”
“Kultant tajjeb u kultant ħażin.”
“Ġieli ferħan u ġieli mdejjaq.”
“La nħossni kuntent u lanqas imdejjaq.”
“Ma tantx għandi ħbieb ta' vera.”
“Kuntent u mdejjaq fl-istess ħin.”
Tajjeb Ħafna
Tajjeb
Mhux Ħażin
Ħażin
Marrispondewx
36.3%
47.3%
12.8%
0.9%
2.7%
FIG 2.4: "Fl-iskola nħossni sejjer/sejra ..." All students (n=1938)
Tajjeb Ħafna
Tajjeb
Mhux Ħażin
Ħażin
Marrispondewx
32.7%
46.0%
15.1%
1.2%
5.0%
40.1%
48.5%
10.5%
0.6%
0.3%
Boys (n=986)
Girls (n=952)
FIG 2.4a: "Fl-iskola nħossni sejjer/sejra ..." All students: Gender differences
11 | P a g e
Kemm nieħu gost fil-break
Tgħallimna ħafna minn xulxin
Kemm ili f'din l-iskola nħossni immaturajt
Fil-klassi sirna qisna familja
Il-bniet jirrispettaw lis-subien
Għandna wisq suġġetti x'nistudjaw
Inħossni OK fuq il-coach/minibus
L-akbar ħbieb tiegħi huma bniet
Is-subien jirrispettaw lill-bniet
L-akbar ħbieb tiegħi huma subien
Aħjar ma konniex imħalltin subien u bniet
Is-subien ma jagħtux ċans lill-bniet jirrispondu fil-klassi
Ma rrispondewx
86.6%
77.6%
70.2%
67.1%
66.4%
64.2%
60.7%
57.9%
56.1%
49.9%
20.0%
20.0%
2.4%
FIG 2.5: "Immarka fejn taqbel ..." All students: Responses in rank order (n=1938)
12 | P a g e
Fil-klassi sirna qisna familja
Tgħallimna ħafna minn xulxin
Is-subien jirrispettaw lill-bniet
Għandna wisq suġġetti x'nistudjaw
Inħossni OK fuq il-coach/minibus
L-akbar ħbieb tiegħi huma subien
Aħjar ma konniex imħalltin subien ubniet
Is-subien ma jagħtux ċans lill-bnietjirrispondu fil-klassi
Il-bniet jirrispettaw lis-subien
Kemm ili f'din l-iskola nħossniimmaturajt
Kemm nieħu gost fil-break
L-akbar ħbieb tiegħi huma bniet
Ma rrispondewx
64.8%
77.6%
64.3%
62.0%
60.1%
76.1%
15.2%
13.2%
61.3%
69.1%
85.2%
26.2%
5.0%
69.4%
77.5%
47.7%
66.5%
61.2%
22.9%
24.9%
27.0%
71.7%
71.4%
88.1%
90.3%
0.3%
Boys (n=986)
Girls (n=952)
FIG 2.5a: "Immarka fejn taqbel ..." All students: Gender differences
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3. THE VIEWS OF THE TEACHERS
3.1 Teacher Participants
B'Kara
Blata l-Bajda
Cospicua
Gozo
Ħandaq
Kirkop
Naxxar
Pembroke 1
Rabat
Tarxien
Żejtun
Pembroke 2
NSS 1-3
7.8%
6.0%
4.5%
13.0%
3.8%
8.0%
10.5%
5.5%
10.3%
8.0%
6.8%
9.3%
6.8%
FIG 3.1: The sample of teachers partitioned by school (n=400)
15.0%
53.5%
31.5%Males
Females
Non-respondents
FIG 3.2: The sample of teachers partitioned by gender (n=400)
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3.2 Whole Teacher Sample
l-istudenti qedjiggwadanjaw
aktar, in ġenerali
ma għamlitxdifferenza
l-istudenti qedjitilfu, in ġenerali
Ma rrispondewx
25.3%
48.8%
21.3%
4.8%
FIG 3.3: "Issa li ili ngħallem fis-sistema Co-Ed għal kważi 5 xhur/sena u nofs inħoss li ..."
All Teachers (n=400)
l-istudenti qedjiggwadanjaw
aktar, in ġenerali
ma għamlitxdifferenza
l-istudenti qedjitilfu, in ġenerali
Ma rrispondewx
28.3%
56.7%
15.0%
0.0%
21.5%
50.9%
22.4%
5.1%
Males (n=60)
Females (n=214)
FIG 3.3a: "Issa li ili ngħallem fis-sistema Co-Ed għal kważi 5 xhur/sena u nofs inħoss li ..."
Gender Differences
15 | P a g e
issetiljajt u drajt bis-sistema Co-Ed
sibtha diffiċli ngħallem bis-sistema tal-Co-Ed
għandi bżonn ta' aktarsapport bħala
preparazzjoni tas-suġġett
għandi bżonn ta' aktarsapport bħala dixxiplina fil-
klassi
Ma rrispondewx
86.7%
3.3%
1.7%
6.7%
1.7%
79.0%
6.5%
0.5%
11.2%
2.8%
Males (n=60)
Females (n=214)
FIG 3.4a: "Bħala għalliem/a inħoss li..."Gender Differences
issetiljajt u drajt bis-sistema Co-Ed
sibtha diffiċli ngħallem bis-sistema tal-Co-Ed
għandi bżonn ta' aktar sapportbħala preparazzjoni tas-suġġett
għandi bżonn ta' aktar sapportbħala dixxiplina fil-klassi
Ma rrispondewx
78.3%
6.0%
1.3%
12.0%
2.5%
FIG 3.4: "Bħala għalliem/a inħoss li ..."All Teachers (n=400)
16 | P a g e
Fil-klassi l-istudenti jsiru qishom familja waħda
Bħala dixxiplina fil-klassi aħjar ma kinux imħalltinsubien u bniet għax wieħed jikkontrolla aktar
Bħala Co-Ed jitgħallmu ħafna minn xulxin
Is-subien jirrispettaw lill-bniet
Tgħallimt ħafna minn sħabi l-għalliema
Inħossni rrispetat/a mill-istudenti
Bħala tagħlim aħjar ma kinux imħalltin subien ubniet għax jiggwadanjaw aktar
Il-Co-Ed tat aktar enerġija f'dak li hu tagħlim
Is-subien jiddominaw fil-klassi
Il-bniet jirrispettaw lis-subien
Għandna wisq studenti ta' livell differenti
Inħossni rrispettat/a mill-ġenituri
21.8%
25.3%
24.0%
17.0%
9.8%
34.5%
24.0%
18.0%
27.5%
20.8%
39.5%
21.5%
FIG 3.5: "Immarka fejn taqbel ..."All Teachers (n=400)
17 | P a g e
Fil-klassi l-istudenti jsiru qishom familja waħda
Bħala dixxiplina fil-klassi aħjar ma kinux imħalltinsubien u bniet għax wieħed jikkontrolla aktar
Bħala Co-Ed jitgħallmu ħafna minn xulxin
Is-subien jirrispettaw lill-bniet
Tgħallimt ħafna minn sħabi l-għalliema
Inħossni rrispetat/a mill-istudenti
Bħala tagħlim aħjar ma kinux imħalltin subien ubniet għax jiggwadanjaw aktar
Il-Co-Ed tat aktar enerġija f'dak li hu tagħlim
Is-subien jiddominaw fil-klassi
Il-bniet jirrispettaw lis-subien
Għandna wisq studenti ta' livell differenti
Inħossni rrispettat/a mill-ġenituri
19.0%
15.0%
20.0%
15.0%
7.0%
36.0%
15.0%
15.0%
21.7%
35.0%
46.7%
18.0%
37.0%
52.0%
30.0%
25.0%
14.0%
51.0%
53.0%
23.0%
24.8%
13.6%
30.4%
36.0%
Males (n=60)
Females (n=214)
FIG 3.5a: "Immarka fejn taqbel ..."Gender Differences
18 | P a g e
Teachers were also invited to comment on any aspect of their co-education experience. The
279 comments were organized into seven themes as follows.
Implimentation of Co-education
“Għaġġilna wisq. Ħaġa tajba imma riedet issir bil-mod.”
“Nifirdu Middle School minn Senior School u nnaqqsu n-numri (tat-tfal).”
“Kif ser taħdem is-sistema meta l-istudenti ser jikbru iktar!”
“Pass rejalistikufil-ħajja u għall-ħajja.”
“Co-Ed miexja tajjeb ħafna.”
“Pass għaqli li seta sar qabel imma qatt ma hu tard.”
Class Dynamics
“Practically boys have (a) tendency to take over. Rowdiness and indiscipline conduct is the
norm rather than the exception across the board.”
“Subien u bniet li ma jridux jaħdmu flimkien.”
“Bniet li jiddominaw fil-klassi.”
“Subien jiddominaw fuq il-bniet.”
“Diskussjonijiet fil-klassijiet saru aktar interessanti u hemm ħafna opinjonijiet varji.”
“Bniet jgħinu lis-subien ikunu aktar organizzati.”
“L-istudenti jitgħallmu iktar minn xulxin.”
“Jieħdu ħsieb xulxin u (b’hekk) jitilgħu iktar maturi.”
Discipline
“Hemm bżonn t’aktar dixxiplina.”
“Żdied l-istorbju u (hemm) nuqqas ta' dixxiplina.”
“Aktar dixxiplina u regoli.”
“Aktar dixxiplina mill-amministrazzjoni (tal-iskola).”
19 | P a g e
Misbehaviour
“Għandna subien li refgħu idejhom fuq il-bniet.”
“Subien li jagħmlu bullying fuq il-bniet.”
“Subien jitkessħu quddiem il-bniet u bniet jidħqulhom.”
“Subien li jtellfu għaliex iktar imqarbin.”
Respect
“Bħala għalliema ma nħossni rrispettata minn ĦADD.”
“Ftit inħossni rrispettata mill-istudenti.”
“Rispett naqas drastikament.”
“Ir-rispett naqas ħafna qabel ma beda l-co-ed. Fl-opinjoni tiegħi dan kollu minħabba s-soċjeta’,
jekk ma jibqax rispett bejn l-adulti ma jistax jibqa rispett bejn it-tfal.”
School Facilities & Resources
“Aktar riżorsi speċjalment matul il-break.”
“Aktar spazju fejn jilagħbu.”
“L-ambjent għadu mhux sigur għall-istudenti speċjalment fix-xita u l-bard.”
General
“Co-Ed ser tgħinnhom 'il quddiem biex jikkomunikaw aktar bħala ġuvni u tfalja b'mod iktar
kunfidenti.”
“Aktar lezzjonijiet biex l-istudenti jirrispettaw aktar il-ġeneru oppost.”
“Jinkwetani kif ser jiġu ttrattati sitwazzjonijiet delikati bejn il-bniet u s-subien.”
“Hemm bżonn li wieħed jikkunsidra klassijiet co-ed iżgħar biex ikun hemm aktar dixxiplina
u anqas frustrazzjoni ta’ min irid jitgħallem.”
Klassijiet għandhom ikunu iżgħar u riżorsi umani għandhom ikunu akbar biex dan l-
esperiment jirnexxi u l-għalliema jkunu motivati. It-tagħlim fil-klassi jiġi affettwat ukoll bl-
ethos tal-iskola u dan jitlob aktar riżorsi umani.”
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4.0 THE VIEWS OF THE PARENTS/GUARDIANS
4.1 Parent/Guardian Participants
B'Kara
Blata l-Bajda
Cospicua
Gozo
Ħandaq
Kirkop
Naxxar
NSS
Pembroke 1
Pembroke 2
Rabat
Tarxien
Żejtun
0.3%
9.8%
5.8%
15.3%
6.4%
12.2%
12.8%
10.1%
4.1%
2.7%
4.6%
6.4%
9.4%
FIG 4.1: The sample of parents/guardians partitionedby school (n=884)
6.8%
93.2%
Males
Females
FIG 4.2: The sample of parents/gurdians partitioned by gender (n=884)
21 | P a g e
4.2 Whole Parent/Guardian Sample
Sodisfatt/sodisfatta inġenerali
Ftit li xejnsodisfatt/sodisfatta
Minixsodisfatt/sodisfatta
Ma rrispondewx
91.0%
7.0%
1.5%
0.6%
FIG 4.3: "Issa li it-tifel/tifla ilha tattendi din l-iskola għal kważi 5
xhur/sena u nofs inħossni..." All parents/guardians (n=884)
Parents/Guardians were requested to give reasons as to why they were either, satisfied,
somewhat satisfied or not satisfied at all with their child’s school/schooling. The 610
reasons were orgnaised into eight themes as follows.
Co-education
“Is-sistema taħdem u t-tfal integraw sewwa flimkien.”
“Naħseb li s-sistema ndrat u t-tfal kuntenti.”
“Għat-tfal dan kienet pass normali li jibqgħu flimkien.”
“Il-fatt li bniet u subien toħloq kompetizzjoni bejniethom biex imorru aħjar.”
“Ma għamlet l-ebda differenza fit-tifel; anzi għaliex hekk jikbru flimkien.“
“Ma togħġobniex li t-tfal jiġu d-dar u jgħidu li għandhom girl mill-klassi.”
“It-tifla tħossha skomda u mdejqa bis-subien fil-klassi.”
“Kont nippreferi mhux Co-Ed.”
22 | P a g e
School and Schooling
“Skola tajba mmexxija minn surmast organizzat u ddixxiplinat.”
“Skola serja u tajba ħafna.”
“L-iskola tieħu ħsieb ħafna t-tfal. Dejjem jaraw li t-tfal jitgħallmu u jżommu r-regoli ħalli
hekk ma jkunx hemm problemi.”
“Jingħata tagħlim tajjeb u sodisfaċenti kemm akkademiku u anki sportiv.”
“Fil-laqgħat jingħad mod u fil-prattika isir mod ieħor.”
“Nuqqas ta' organiżżazzjoni.”
Teachers and SMTs
“Ħafna għalliema jieħdu interess fl-istudent biex ma jaqtgħux qalbhom.”
“Dejjem ingħatat għajnuna lit-tifla mill-għalliema u anki mill-amministrazzjoni.”
“Għalliema u l-amministrazzjoni ddedikati ħafna.”
“Bħala għalliema, guidance (teachers) u Kap (tal-Iskola), dejjem sibt min jisma’ u jgħin.”
“Kull meta tlabt xi għanuna jew għaddejt xi complaint dejjem semgħuni u għamlu milli
setgħu biex jrranġaw is-sitwazzjoni.”
“Ċertu għalliema mhux jgħallmu sewwa.”
“Xi kultant ikun hemm preferenzi.”
Boy – Girl Rapport
“It-tifla dejjem marret sew kemm ma sħabha bniet u anke subien.”
“Tmur l-iskola ferħana, drat mill-ewwel ġurnata u għandha ħafna ħbieb bniet u subien.”
“Tifel qed tgħinu jaħdem ma' kollegi ta' sess differenti.”
Discipline
“Sodisfatta bid-dixxiplina.”
“Togħġobni d-dixxiplina u s-serjetà tal-iskola.”
“Ma hemmx dixxiplina tajba.”
“Iktar dixxiplina fl-iskola.”
23 | P a g e
Misbehaviour
“It-tifla tiegħi mhix tiffoka ħafna għax is-subien joqogħdu jtellfu.”
“It-tifla tiegħi qed tiġi ddisturbata mis-subien waqt il-lezzjonjiet.”
“Ġieli joqogħdu jibbuljaw lit-tifel tiegħi.”
“It-tifla qed titgħallem ħafna kliem ħażin.”
Scholastic Performance
“It-tifla sejra verament aħjar akkademikament u qed tilħaq livell li qatt ma laħqet qabel.”
“Rajt improvement kbir kemm akkademiku u anki personali.”
“She is learning a lot. She is happy at the school.”
“Marret lura fit-tagħlim.”
“It-tifel ma mexiex 'il quddiem fl-edukazzjoni.”
General
“Veru rajtu differenti. Hu ‘happy’ ħafna. Jogħġbu u qiegħed għal qalbu.”
“Il-bidla ma tantx inħasset għaliex kien hemm gwida u ppjanar tajjeb.”
“Il-basket (tal-iskola) tqil ħafna.”
“It-tifla qed naraha miexja ‘l quddiem u saret iktar responsabbli.”
“Għaliex imur kuntent ħafna l-iskola u s’issa ma kellux problemi. Inħoss li huwa ‘secure’ fl-
iskola.”
24 | P a g e
Issetiljat/Issetiljata
Għadu ma ssetiljax/Għadhama ssetiljatx
Iħossu mitluf/Tħossamitlufa
Ma rrispondewx
92.3%
5.4%
1.4%
0.9%
FIG 4.4: "Inħoss li t-tifel/tifla..." All parents/guardians (n=884)
Tajjeb ħafna
Tajjeb
Mhux ħażin
Lura
Ma rrispondewx
32.8%
52.6%
12.3%
1.6%
0.7%
FIG 4.5: "Fl-iskola inħoss li ibni sejjer/binti sejra..."
All parents/guardians (n=884)
25 | P a g e
Parents/Guardians were also all asked whether their child mentioned any problems at
school and, if so, what were these problems. The 332 identified problems were organised
into five categories as follows.
Free Lessons & HW
“It-tifel ta’ spiss jiġi jgħid li jkollu free lessons speċjalment mill-istess teachers.”
“Ammont kbir ta’ free lessons.”
“Free lessons kważi kuljum u HW ftit li xejn.”
“Ma jkollux HW.”
Discipline
“Aktar dixxiplina fuq kliem li jgħidu t-tfal.”
“Nuqqas ta’ dixxiplina f’ċertu lezzjonijiet.”
Misbehaviour
“Studenti li mhux iġibu ruħhom sew fit-trasport u fil-break.”
“Ħafna bullying u kliem ħażin.”
“Ġlied u bullying fit-toilet.”
“Subien igħaddu kummenti sessisti dwar partijiet tal-ġisem tal-bniet.”
“L-imġiba ħażina ta’ studenti subien u kliem mhux xieraq.”
“Ħafna boys joqogħdu jagħtu fastidju fil-kurituri.”
Trasport
“(Hemm bżonn ta’) xi ħadd adult waqt it-trasport.”
“Trasport jasal l-iskola kmieni.”
“Trasport tard ħafna.”
“Trasport li fih mhux kulħadd ikun bilqiegħda.”
“Trasport b’ħafna subien arditi u bullying.”
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General
“Fil-ħin tal-break ma hemmx bankijiet biżżejjed.”
“Iktar supervizjoni fil-break.”
“Ħafna tfal jistennew għat-toilets fil-break.”
“Toilets maħmuġin.”
“Ħafna iffullar biex jintuża l-locker.”
“Ma tgħġobni xejn li għandhom lockers żgħar u mhux kbar.”
“Basket (tal-iskola) tqil ħafna.”
“Ħafna kesħa fil-klassijiet fix-xitwa.”
The 358 aspects that parents/guardians identified as need changing were organised into
the following four categories.
Lessons & Feedback
“Fil-lezzjonijiet jitkellmu huma biss (i.e. l-għalliema) u ma hemmx hands on learning, fun
activities, videos etc.”
“Inġenerali (mhux rigward il-co-ed) it-tfal ikunu assessjati aktar spiss mhux biss f’nofs is-
sena u fl-aħħar tas-sena, biss isir f’xi suġġetti.”
“Nixtieq li jagħtuni iktar feedback kif sejjer it-tifel.”
“Support teachers biex jonqsu l-free lessons.”
“Teachers in charge waqt free lessons jagħtuhom xi ħaġa x'jagħmlu.”
Discipline
“Jingħataw ċans ieħor mhux report mill-ewwel speċjalment meta ma tkunx ta' spiss.”
“Aktar dixxiplina mhux permess ta' yellow cards u merit cards biss imma permezz ta'
konsegwenzi realistiċi.”
“Iktar dixxiplina u kontroll tal-klassi.”
27 | P a g e
Misbehaviour
“Inħoss li hemm bżonn jaraw x'ser jagħmlu fuq il-bullying.”
“Meta student wieħed iġib ruħu ħażin waqt lezzjoni ma għandux għalfejn jeħel kulħadd.”
General
“Sigurtà fl-iskola bħalissa kulħadd jista' jidħol kull ħin u mingħajr problema.”
“Iktar ikel sustanzjuż fit-tuckshop eż: frott.”
“Ammont ta’ toqol li jġorru fis-satchel, ħelu u junk food fit-tuck shop.”
“Iktar kameras għal iktar sorveljanza.”
“Aktar superviżjoni fuq it-tfal bejn il-lezzjonijiet.”
“Iktar superviżjoni waqt li jistennew it-trasport.”
28 | P a g e
5.0 CONCLUSION
The present study sought to map out the views of students and teachers with varying
lengths of experience in co-education settings. The concerns, opinions and suggestions of
teachers and parents/guardians were also sought.
The overall findings show that, inside the first year of the national rolling out of co-
education, the three groups of stakeholders consulted are at best overwhelmingly positive
about the system (students and parents/guardians) or cautiously so (teachers). Hence, it is
not unreasonable to conclude that the co-education experience in its first year in all State
Middle/Secondary Schools (except for two), has been so far, and for the most part, a
positive one. Judging from the comments by students and parents/guardians it has to be
acknowledged that in all probability the generally positive experience can be pinned down
to the dedication and commitment of most education personnel in these schools, from
LSAs to Heads of School.
Rather than instigating a sense of complacency, the present findings should strengthen the
resolve of all concerned to continue with renewed vigour and determination to properly
address all the pressing issues that challenges ahead present. Let there be no doubt that
there are several challenges, the major one being the transition from the Middle to the
Senior school. While students at the NSS have already experienced this transition, and
Form 2 students at St Clare College Pembroke Secondary School will be going through the
transition come the next scholastic year, there is enough time to address the most pressing
issues across all other schools. Only in this way, and by remaining constantly vigilant, can
the co-education experience be a truly positive one for all students.
Mark G. Borg Maria Ciappara
6 July 2015