Almasri, Firas, Hewapathirana, Gertrude I., Alhashem, Fatimah, Daniel, Cathy E. and Lee, Nick (2022) The effect of gender composition and pedagogical approach on major and non-major undergraduates biology students’ achievement. Interactive Learning Environments . doi:10.1080/10494820.2022.2066138 ISSN 1744-5191. (In Press)

Preview

PDF WRAP-effect-gender-composition-pedagogical-approach-major-non-major-undergraduates-biology-students-achievement-Lee-2022.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. Download (3203Kb) | Preview

Request Changes to record.

Abstract

This study hypothesized whether the gender group composition in traditional learning (TL) versus collaborative learning (CL) classrooms of undergraduate biology majors and nonmajors correlate with students’ achievements. We measured the effect on gender and the gender-specific achievements of the TL versus CL approach in single-gender and mixed-gender classes. A significant gender gap was found in the achievements of both nonmajor and major students. Females achieved higher grades in TL and CL sections in single-gender classes; overall, academic achievements between females (F) and males (M) demonstrated a significant difference at P<.05. The effect size value between TL versus CL indicated that males benefited more than females implementing CL mixed-gender (2F+2M) in nonmajors and majors. While females in single-gender CL and TL classes performed higher than males, females performed relatively low in mix-gender CL (2F+2M). These findings indicate that gender-specific and context-specific learning pedagogies are required since they impact students’ achievement.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Centre for Education Studies (2013- )
SWORD Depositor:	Library Publications Router
Library of Congress Subject Headings (LCSH):	Group work in education, Learning, Psychology of, Biology -- Study and teaching (Higher), Undergraduates, Educational equalization, Sex differences in education, Women -- Education (Higher)
Journal or Publication Title:	Interactive Learning Environments
Publisher:	Informa UK Limited
ISSN:	1744-5191
Official Date:	8 May 2022
Dates:	Date Event 8 May 2022 Published 10 April 2022 Accepted
DOI:	10.1080/10494820.2022.2066138
Status:	Peer Reviewed
Publication Status:	In Press
Access rights to Published version:	Open Access (Creative Commons)
Date of first compliant deposit:	31 May 2022
Date of first compliant Open Access:	1 June 2022
RIOXX Funder/Project Grant:	Project/Grant ID RIOXX Funder Name Funder ID UNSPECIFIED Gulf University for Science and Technology UNSPECIFIED UNSPECIFIED Kuwait Foundation for the Advancement of Sciences http://dx.doi.org/10.13039/501100003286 UNSPECIFIED University of Warwick http://dx.doi.org/10.13039/501100000741

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads