Attitude and achievement of females in science : girls in single sex classes in the coeducational environment

There can be many influences affecting girls in secondary high schools which in turn produce many different outcomes on their progression through high school. The influences causing these effects are varied and in many instances interrelated, including those of peer pressure, self-perception and teacher influences. One possible outcome is that of the number of females selecting science at the senior secondary level being disproportionately low when compared to males. This thesis investigates one proposed method of increasing, the currently low, numbers of females selecting the physical sciences in Year 11 and Year 12 by examining attitudes and achievements of females when placed in a single sex class in a coeducational school. The results were unexpected when examined in light of the literature reviewed. Previous research predicted that females would benefit in attitude and achievement if removed from the mainstream coeducational classroom. The results of this study did not reflect this prediction