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

Listed author(s):
  • Lee, Valerie E.
  • Lockheed, Marlaine E.

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.

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File URL: http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2000/08/18/000009265_3960927223832/Rendered/PDF/multi_page.pdf
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Paper provided by The World Bank in its series Policy Research Working Paper Series with number 206.

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Date of creation: 31 May 1989
Handle: RePEc:wbk:wbrwps:206
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