Type:

Other

Description:

We previously showed that despite teaching with interactive engagement techniques, the gap in performance between males and females on conceptual learning surveys persisted from pre- to posttest, at our institution. Such findings were counter to previously published work. Our current work analyzes factors that may influence the observed gender gap in our courses. Posttest conceptual assessment data are modeled using both multiple regression and logistic regression analyses to estimate the gender gap in posttest scores after controlling for background factors that vary by gender. We find that at our institution the gender gap persists in interactive physics classes, but is largely due to differences in physics and math preparation and incoming attitudes and beliefs.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Gender Issues,Education Foundations,educational aids,Higher Education,Physics Education Research,General Physics,scientific information systems,Graduate/Professional,oai:nsdl.org:2200/20090204193714953T,introductory physics,Social Sciences,Life Science,Sample Population,Gender: Male,PERC 2008,Societal Issues,Gender: Female,conceptual learning,research and development management,Physics,Computing and Information,engineering education,gender,educational courses,General,Engineering,NSDL_SetSpec_439869,learning by example,physics education research,Education,educational computing

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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