Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality

Curşeu, Petru Lucian; Chappin, Maryse M.H.; Jansen, R.J.G.

doi:10.1007/s11218-017-9419-5

Cited by 59 publications

(43 citation statements)

References 53 publications

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“…The results of this study are supported by the other research which states that the proportion of women in the group had a direct positive relationship with a group performance in cooperative learning [13]. It means that women are more active in the tasks given so that they can influence the results obtained.…”

Section: Table I Average Presentation Scoresupporting

confidence: 84%

Mathematics Learning Outcomes Based on Gender in the Inquiry Learning Model

Erawati¹

2020

Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019)

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Gender differences cannot be avoided under any circumstances. The same thing also happens in a classroom. This study aimed at analyzing students' learning outcomes based on their gender in the inquiry learning model. This research used a quantitative descriptive study with a comparative causal method. The sample were fourth-semester mathematics students in IKIP PGRI Bali. The data were collected by using a learning result test with an essay test and direct observation of learning attitudes and oral presentation methods. Data analysis was performed descriptively and inferentially through the t-test. The results showed that female students got higher learning outcomes than male students did. Direct observations showed the average score of oral presentations and learning attitudes of female students was better than that of the male students'. It indicates that gender influences learning outcomes according to the model used. Therefore, learning should be done with an interesting model and provides opportunities for collaboration between different genders in one group.

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Section: Table I Average Presentation Scoresupporting

confidence: 84%

Mathematics Learning Outcomes Based on Gender in the Inquiry Learning Model

Erawati¹

2020

Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019)

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“…Os benefícios da participação de meninas em atividades de equipe estão bem estabelecidos. Curseu et al [Curşeu et al 2018] acompanharam o desempenho de 118 equipes de alunos em um curso de primeiro ano de graduação. Os autores demonstraram que uma parte significativa da contribuição de meninas no desempenho dos equipeś e intermediada por uma maior qualidade nas discussões dos grupos.…”

Section: Trabalhos Relacionadosunclassified

A influência da diversidade de gênero e da sociabilidade no desempenho acadêmico de equipes de estudantes de graduação em Computação - uma análise preliminar

Resende¹,

Gomes²,

Berardi³

2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

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Para que equipes de alunos funcionem da maneira mais eficaz é importante que elas sejam as mais diversas possíveis de acordo com a metodologia Aprendizagem baseada em Times (TBL). Com esta prerrogativa, este estudo visa o entendimento da relação entre o desempenho acadêmico e o contexto da diversidade de gênero e sociabilidade, em equipes de uma disciplina de Banco de Dados em cursos de graduação em Computação. Dados de conexões sociais, gênero, formação de equipes e desempenho foram agregados para a realização das análises. Os resultados preliminares sugerem que equipes mais diversas tendem a ter desempenho melhor. Em termos de sociabilidade, identificamos que as equipes com mais amigos entre si e os formados por indivíduos mais sociáveis tendem a ter melhor desempenho.

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“…Factors that contribute to academic performance include intellectual factors such as student's perception, IQ (intelligence quotient) and di culty in learning [6,7]. Others include grit and perseverance [8], dependency on the instructor teaching style, self-directed learning and group studies between students [9][10][11]. The satisfaction of medical students and quality of learning can be affected by environmental factors taking into account the personal and academic considerations [12].…”

Section: Introductionmentioning

confidence: 99%

Gender Differences in Academic Grades versus Absenteeism for Medical Sciences Students

Hakami

2020

Preprint

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Background: Learning environment and academic performance can be investigated from various aspects. Numerous interfering factors make this issue a complex one. The aim of this study is to understand the role of absenteeism on the overall score of medical sciences students and to consider the difference between male and female students.Methods: Academic performance was evaluated using the overall grades. Assessments of students and absence rate were tracked in two consecutive semesters (January–April 2019 and September–December of the same year), followed by sequential alignment to evaluate and correlate males (n=43) and females (n=72) results. During the semester, all teaching and assessment methods were unified to both sections to mitigate any confounding results from the teaching method to either section. Academic activities were assessed automatically and subjectively. SEKONIC SR-3500 HYBRID Machine was used to correct and analyze the answers of multiple-choice questions of the Midterm and final examination. Objective marks were compiled with the scores of the subjective answers to generate the final academic degree. These overall marks were correlated and statistically analyzed with the absence rates.Results: Preliminary data of the mean scores between male and female students during three semesters were statistically significant (**** p<0.0001). To correlate marks with absenteeism, the correlation coefficient (r) was in a negative value which indicates an inverse correlation between X (absence rate) and Y data (scores). But, a statistically significant correlation was found in the male section (**p= 0.0011 for the first semester; *p= 0.0255 for the second semester) but no significance was observed with the female scores (p= 0.2041; p=0.1537).Conclusions: The results show that female marks are not solely dependent on class attendance but probably other factors were involved such as self-learning, motivation and group discussion. The female mean scores were significantly higher in five semesters in a row compared to male students. Male overall scores prove to be conditioned with the instructor explanation. The finding indicates a gender variation in the academic performance measured by overall grades taking absenteeism rate into account.

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Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality

Cited by 59 publications

References 53 publications

Mathematics Learning Outcomes Based on Gender in the Inquiry Learning Model

Mathematics Learning Outcomes Based on Gender in the Inquiry Learning Model

A influência da diversidade de gênero e da sociabilidade no desempenho acadêmico de equipes de estudantes de graduação em Computação - uma análise preliminar

Gender Differences in Academic Grades versus Absenteeism for Medical Sciences Students

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