The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement

Abstract

This study aimed to compare female and male students’ attitudes and achievements within different learning settings determined by e-learning and in-classroom learning modalities, collaborative (CL), and traditional (TL) learning pedagogies and investigated the effect of single-gender (SG) and mixed-gender (MG) grouping in an undergraduate biology course. 1375 biology students enrolled in a public university were randomly divided into 12 learning settings. Keller’s ARCS model and Vygotsky’s Socio-cultural Theory were the theoretical frameworks that guided this study. Results indicated that females attained higher achievement and more positive attitude towards biology in TL and CL sections in single-gender compared to mix-gender classes; overall, academic achievements between females and males demonstrated a significant difference at P < .05. Females students performed relatively low achievement and had a negative attitude toward biology in mix-gender CL groups (2 Females + 2 Males) compared to single-gender CL groups (4 Females) in in-classroom modality. E-learning attenuated the negative impact of mixed-gender grouping on female students within e-learning CL settings. The effect size value indicated that males benefited more than females from mixed-gender CL (2F + 2 M) pedagogy in e-learning and in-classroom modalities. Thus, e-learning may encourage female students to overcome the socio-cultural barrier that leads them to feel reticence in mixed-gender groups. The study helps to understand the most suitable learning settings for female and male students to decrease gender disparities, reduce the negative influences of stereotypical threats in different socio-cultural environments, and develop learning strategies to further equalize opportunities for females and male students, promoting students’ attitudes and achievement in undergraduate biology education.

Problems of biology learning and evaluation analysis at the cipp model-based higher education level

“…In terms of gender, there are differences in learning outcomes between male and female biology teacher candidates. The results showed that female biology teacher candidates had lower learning outcomes when in groups with male students compared to groups with female students (Almasri, 2022). This indicates that female biology teacher candidates often have difficulty collaborating in a group with male students in online learning.…”

“…The cognitive domain is a learning domain that generally gets a focus for its development in lectures. The latest biology learning research research not only examines partial learning outcomes, but has analyzed the learning outcomes of prospective biology teachers with other relevant variables such as self-efficacy, cultural capital, student attitudes and gender (Almasri, 2022). Although the relationship between cognitive variables and other supporting variables is very complex, research on the ability to think high (higher order thinking skills) of prospective biology teachers is still very minimally found.…”

Integrating the technology acceptance model on online learning effectiveness of emerging adult learners in Guangzhou, China

“…Males and females have different perceptiveness even though they are taking the same computer training; male learners experience more positive attitudes and achieve higher scores in mixed-gender collaborative online learning classrooms (Mutambik, Lee, & Almuqrin, 2020). Female learners demonstrate better in single-gender settings and feel less reticence in mixed-gender learning groups (Almasri, 2022). The differences between females and males in terms of class engagement, learning strategies, and outcomes suggest the role gender plays in online education.…”

Through the Lens of Virtual Students: Challenges and Opportunities

“…While they behave differently when directed, this implies that males prefer to state points-of-view more succinctly than do females (Noroozi et al, 2022), in agreement with results of current study, that males had more positive perceptions on virtual feedback and interaction than female counterparts. Almasri (2022) argued that virtual learning and gendergroupings affect learners' accomplishment and attitudes. Males believed that content and virtual learning activities are connected, boosting matter's importance to learning commitment and involvement.…”