Almasri, Firas (2021) Collaborative learning in science education : effects of student’s gender attitudes and achievement in science education. PhD thesis, University of Warwick.

PDF WRAP_Theses_Almasri_2021.pdf - Submitted Version Embargoed item. Restricted access to Repository staff only until 23 May 2024. Contact author directly, specifying your specific needs. - Requires a PDF viewer. Download (5Mb)

Request Changes to record.

Abstract

The purpose of this research is to analyze and experiment with the pedagogical method effectiveness of Traditional Learning (TL) as a control condition and Collaborative Learning (CL) innovative method as an experimental condition in teaching science courses while examining the effect of student’s gender and the impact of these selected teaching approaches on student’s attitudes and achievements toward science courses in a unique context of science education in Kuwait in introductory biology and physics classes. Student achievement data were collected applying pre-test, post-test, and the total course assessment. In addition, attitude data were collected using online surveys sent to the students by email. Data were analyzed using SPSS. There was a significant gender difference in the attitude of biology students between female and male students; in general, females had a more positive attitude towards biology than males in both TL and CL P <.05. Male students tend to have a more positive attitude towards physics than females in TL and CL P <.05. Males and females had a positive attitude applying CL compared to TL teaching methods in biology and physics classes, where the effect size value indicated that CL improves males' attitudes and achievements more than females toward biology and physics classes. In general, males and females feel less anxious and enjoy and believe in their ability to learn biology; males experience greater satisfaction and trigger their desire to collaborate better. Females outscored male students in biology implementing TL and CL method, were males outscored females in physics applying to implement TL and CL method; Both females and males benefit from CL; However, comparing the effect size d value between CL vs TL teaching methods, male benefit more implementing CL than females. There is a strong correlation and connection between students' attitudes and the course achievement for both females and males in biology and physics classes. This meant that students' more positive attitude towards physics and biology also increased in knowledge and achieved a higher grade in physics and biology courses. This implies a direct relation between students' attitude and class achievement; the more positive the attitude toward the subject, the higher the student achievement. Regression analysis displays interesting findings showing that students' attitudes toward science could significantly predict students' science achievement. Furthermore, an interaction effect demonstrated that the teaching pedagogy's impact on students' attitude and achievement toward biology and physics and students' gender had been the most influential factor. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies. Thus, this study can be an eye-opener for academics. At the same time, it encourages new discourse to understand further the context and gender-specific pedagogies for teaching science subjects for better outcomes. It suggests a need to develop gender-specific and context-specific learning pedagogies in teaching biology and physics to improve students' attitudes and achievement toward the subject.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education
Library of Congress Subject Headings (LCSH):	Science -- Study and teaching, Group work in education, Team learning approach in education, Student learning communities, Education -- Sex differences, Students -- Attitudes
Official Date:	2021
Dates:	Date Event 2021 UNSPECIFIED
Institution:	University of Warwick
Theses Department:	Centre for Education Studies
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Lee, Nick, 1968-
Format of File:	pdf
Extent:	457 leaves : charts
Language:	eng

Request changes or add full text files to a record

Repository staff actions (login required)

View Item