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The effects of single-sex schooling on student achievement and attitudes in Nigeria

Author

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  • Lee, Valerie E.
  • Lockheed, Marlaine E.

Abstract

This study of Form Three (ninth grade) students in Nigeria indicates that single sex schools improve girls'achievement in mathematics and engender less stereotypic ideas about mathematics. But Nigerian males experience lower achievement and hold a more stereotypic view of mathematics under single sex schooling. Why are there different responses? In part, differences between the types of students attending single-sex and coeducational schools may be responsible. Girls'schools also differed from boys schools in several important ways. While these and other differences beween students and schools were found to contribute to differences in student achievement, a statistically significant residual effect for single-sex schools remained after adjustments were made, suggesting that other organizational or student background factors may account for the observed differences in effects.

Suggested Citation

  • Lee, Valerie E. & Lockheed, Marlaine E., 1989. "The effects of single-sex schooling on student achievement and attitudes in Nigeria," Policy Research Working Paper Series 206, The World Bank.
    • Handle: RePEc:wbk:wbrwps:206
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    Citations

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    Cited by:

    1. Schindler, Dirk & Schjelderup, Guttorm, 2012. "Debt shifting and ownership structure," European Economic Review, Elsevier, vol. 56(4), pages 635-647.
    2. Doris, Aedín & O’Neill, Donal & Sweetman, Olive, 2013. "Gender, single-sex schooling and maths achievement," Economics of Education Review, Elsevier, vol. 35(C), pages 104-119.
    3. Dundar, Halil & Haworth, Jennifer, 1993. "Improving women's access to higher education : a review of World Bank project experience," Policy Research Working Paper Series 1106, The World Bank.
    4. Eisenkopf, Gerald & Hessami, Zohal & Fischbacher, Urs & Ursprung, Heinrich W., 2015. "Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland," Journal of Economic Behavior & Organization, Elsevier, vol. 115(C), pages 123-143.
    5. Lant Pritchett, Justin Sandefur, 2013. "Context Matters for Size: Why External Validity Claims and Development Practice Don't Mix-Working Paper 336," Working Papers 336, Center for Global Development.
    6. Lincove, Jane Arnold, 2009. "Determinants of schooling for boys and girls in Nigeria under a policy of free primary education," Economics of Education Review, Elsevier, vol. 28(4), pages 474-484, August.

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