A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

Abstract

The need to optimize student interactions in universities for enhanced academic performance has been a subject of debate and discussion in different academic fora. A number of studies have shown that students, both male and female, can assert themselves academically if they are provided with opportunities for active participation and interaction with their lecturers and peers for both the horizontal and the vertical sharing of knowledge. The purpose of this study, therefore, was to investigate the gender-based interaction practices of science, mathematics and technology university students, and how these interactive patterns influence their academic performance. Using a quantitative approach located in the post-positivist paradigm, the study employed a structured questionnaire to collect the data from a sample of 1285 students from three universities. The results of the study showed that institutional practices, lecturers, parents, peers, learning content and artifacts, as well as the classroom environment, have a significant influence on the gender-based interaction practices of university students. Furthermore,, the results showed that the levels of interaction have a significant influence on the academic performance of university students, according to gender. As a main recommendation, it was proposed that universities should come up with gender-equity policies that would guide how the universities and their stakeholders could cater for the issues of gender equity.

How Do Students' Method of Solving Proofs Change When Working in Groups?

“…Students are also directed to consider the components of Toulmin's schema in constructing arguments. Student in teractions with the learning environment such as group problem solving have the potential to maximize opportunities for studentsto reexamine their thinking and correct their misunderstandings [44].The need to optimize student interaction at the university to improve academic performance [45].…”

Exploiting Influential Factors in Teaching Oriented Towards the Development of Learners’ Capacity

“…Lastly, the teacher must maintain that all students participate in classroom learning; remind and discipline students who are disorderly and are busy with their own affairs; maintain a sense of humor and association; and know how to require the coordination of each student in the timeliest manner. Rudhumbu (2022) proved that institutional practices, lecturers, parents, peers, learning content and artifacts, as well as the classroom environment have a significant influence on university students. Thus, the teaching situation is very important, which is a factor that strongly impacts the learner capacity development that every teacher must focus on.…”