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An Evaluation of Single and Mixed Gender Computer Science Classes

Author

Listed:
  • Weber, Andrea Maria

Abstract

Discussions on the benefits of single-gender education on girls science outcomes are popular in the German education literature. However, most empirical evidence tends to be qualitative work and the causal effects of single-gender education are hardly identified using appropriate statistical methods. This paper provides insights from a recent single-gender-education school project conducted in computer science classes at a German lower secondary school. About 80 students participated in this intervention study repeatedly answering specifically designed questionnaires and tests. The project fails to identify positive effects from single-gender education but the interpretation is impeded by several confounding factors. When directly asked, most students prefer to be educated in mixed-gender groups, while the participating teachers judge their teaching experience with the project groups in favour of single-gender education.

Suggested Citation

  • Weber, Andrea Maria, 2007. "An Evaluation of Single and Mixed Gender Computer Science Classes," Hannover Economic Papers (HEP) dp-369, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.
    • Handle: RePEc:han:dpaper:dp-369
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    References listed on IDEAS

    as
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    3. James J. Heckman & Hidehiko Ichimura & Petra Todd, 1998. "Matching As An Econometric Evaluation Estimator," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 65(2), pages 261-294.
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    Keywords

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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