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The Impact of Single-Sex and Coeducational Schooling on Participation and Achievement in Science: A 10-Year Perspective
ARTICLE

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Research in Science & Technological Education Volume 15, Number 2, ISSN 0263-5143

Abstract

Examines the impact of government science education policy through the uptake of science A level subjects and patterns of attainment among boys and girls. Whereas recent evidence from Britain has been popularly interpreted as showing the educational advantage of single-sex schooling, the evidence of this study suggests that pupils are more likely to take science A levels in coeducational schools. (Author/DKM)

Citation

McEwen, A., Knipe, D. & Gallagher, T. (1997). The Impact of Single-Sex and Coeducational Schooling on Participation and Achievement in Science: A 10-Year Perspective. Research in Science & Technological Education, 15(2), 223. Retrieved April 6, 2020 from .

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