Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

Ahmad, Faudziah; Greenhalgh-Spencer, Heather

doi:10.1177/1478210317707845

Cited by 7 publications

(9 citation statements)

References 14 publications

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“…In mix-gender nonmajor Table 3 , CL pedagogy negatively affected women’s attitude in all nine attitude factors as per Table 3 . As mentioned above, the contextual factors and gender segregation practices from childhood could have influenced attitudinal differences between men and women in our study [ 115 ]. Women’s negative attitude occurs when placed in mixed groups, which could be due to women being uncomfortable when placed in groups with men (2M+2W).…”

Section: Discussionmentioning

confidence: 99%

“…Since career motivation was found to have a strong relationship with students’ attitude and interest in science, it is reasonable to include career motivation as a factor where statements like “Knowing biology will give me a career advantage.” and “My career will involve science” were surveyed by the students for further understanding of the influence of the factor. Previous studies suggest that students have a strong desire to study biology due to future career plans that involve the subject and vice versa [ 48 , 107 , 115 ].…”

Section: Methodsmentioning

confidence: 99%

“…and "My career will involve science" were surveyed by the students for further understanding of the influence of the factor. Previous studies suggest that students have a strong desire to study biology due to future career plans that involve the subject and vice versa [48,107,115].…”

Section: Career Motivationmentioning

confidence: 99%

“…In Kuwait, girls in public schools go to all-girls schools with all women teachers from the first grade until the twelfth grade. Whereas boys go to all-men schools with women teachers until the sixth grade, then start having all men teachers until the twelfth class [115]. Especially in the Middle Eastern countries, women's participation in science-related occupations is low as 25% of the total workforce [116] regardless of the average educational expenditure has increased to 16% of their total national wealth [4].…”

Section: The Contextual Effect On Gender and Attitudesmentioning

confidence: 99%

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Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Career Motivationmentioning

confidence: 99%

Section: The Contextual Effect On Gender and Attitudesmentioning

confidence: 99%

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Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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“…Based on the Central Statistical Bureau (CSB), 65.69% of students enrolled in nonscience majors at Kuwait University while only 34.30% chose science majors in the school year 2017-2018. Another study discussed that secondary school students face challenges in learning science due to the methods and the assessment mechanism which decreases their motivation toward science [11,12]. Al-Kandari, Ramdane, and Nordin have reasoned that some of the challenges are related to the misused and limitation of using the cognitive domain [9].…”

Section: Science As a Casementioning

confidence: 99%

Analysis Based on the Three Objective Educational Domains for Final Summative Secondary Examinations of Science Subject (Chemistry, Physics, and Biology)

Alhashem

Agha²

2020

Education Research International

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The aim of this study is to determine the representation of the areas of educational objectives (cognitive, psychomotor, and emotional) measured by the science, chemistry, physics, and biology (2018-2019) examination questions in the State of Kuwait (objective, categorical) and the availability of science operations. Content analysis was used as a method to analyze the final examinations in the lens of the three educational objectives domains. The results of the study showed that the number of questions of the science subjects (chemistry, physics, and biology) for the second semester of the academic year 2018-2019 was 136 questions as 46, 48, and 42and that the average of all questions focused on questions related to lower cognitive levels. The study concluded with a set of recommendations to develop the process of final examinations for secondary schools and to rethink about the process of evaluating students with science concepts rather than limiting the subjects to sets of information from textbooks.

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

Almasri

2022

Educ Inf Technol

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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.

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Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

Cited by 7 publications

References 14 publications

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Analysis Based on the Three Objective Educational Domains for Final Summative Secondary Examinations of Science Subject (Chemistry, Physics, and Biology)

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

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