Effects of a girls-only science and maths curriculum during adolescence (Shakpka & Keating, 2003)

This study investigated the benefits of girls-only classroom instruction in maths and science during Years 9 and 10. 786 students from a Canadian public, coeducational high school were involved in a longitudinal study. Pre-existing achievement, background and psychological characteristics were included in the comparison. The researchers found that the experience…
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