Differences between pupils from mixed and single-sex schools in their enjoyment of school subjects and in their attitudes to science and to school

Andrew Stables

doi:10.1080/0013191900420301

Differences between pupils from mixed and single-sex schools in their enjoyment of school subjects and in their attitudes to science and to school

Andrew Stables

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

Over 2300 pupils aged 13‐14 years in seven mixed and six single‐sex English comprehensive schools were tested on their attitudes to science in general, Physics, Chemistry, Biology and school, and were asked to rank in order all their school subjects in terms of liking and of perceived importance. The results of all but the Perception of Subject Importance questionnaire reveal several significant differences between the groups from the mixed and from the single‐sex schools.

Original language	English
Pages (from-to)	221-230
Journal	Educational Review
Volume	42
Issue number	3
DOIs	https://doi.org/10.1080/0013191900420301
Publication status	Published - 1990

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10.1080/0013191900420301

Cite this

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title = "Differences between pupils from mixed and single-sex schools in their enjoyment of school subjects and in their attitudes to science and to school",

abstract = "Over 2300 pupils aged 13‐14 years in seven mixed and six single‐sex English comprehensive schools were tested on their attitudes to science in general, Physics, Chemistry, Biology and school, and were asked to rank in order all their school subjects in terms of liking and of perceived importance. The results of all but the Perception of Subject Importance questionnaire reveal several significant differences between the groups from the mixed and from the single‐sex schools.",

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AB - Over 2300 pupils aged 13‐14 years in seven mixed and six single‐sex English comprehensive schools were tested on their attitudes to science in general, Physics, Chemistry, Biology and school, and were asked to rank in order all their school subjects in terms of liking and of perceived importance. The results of all but the Perception of Subject Importance questionnaire reveal several significant differences between the groups from the mixed and from the single‐sex schools.

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