Effects of Lab Group Sex Composition on Physics Learning

Shi, Wenyuan; He, Xiao; Wang, Yan; Huan, Weiliang

doi:10.12973/eurasia.2015.1308a

Cited by 9 publications

(8 citation statements)

References 17 publications

(15 reference statements)

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“…This result is in agreement with the finding of Pritchard, McCollum, Sundal, and Colquit (2014) which revealed that females in a single gender class had significantly more game involvement than females in a coeducational class. It also agrees with that of Shi, He, and Huan (2015) who concluded that single-sex lab team education is beneficial for female students. It also agrees with that of Adodo and Agbayewa (2011) which revealed that homogeneous ability level grouping is superior for promoting students learning outcome.…”

Section: Discussionsupporting

confidence: 90%

Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments

2018

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The study investigated the impact of virtual laboratory on the achievements of secondary school chemistry students in homogeneous and heterogeneous collaborative settings in Minna, Niger state, Nigeria. Three hypotheses were formulated, analyzed and tested at 0.05 alpha level. Stratified sampling technique was used to select 60 Senior Secondary Class Two (SS II) Chemistry Students. The subjects were stratified along gender and ability levels. Sixty students were randomly selected from two secondary schools in Minna, Nigeria. Thirty students (male, n = 15; female, n = 15) were selected from each school. Pretest, posttest, and experimental group design was employed. Experts validated 20item multiple-choice Chemistry Achievement Test (CAT) was used for data collection. A reliability coefficient of 0.91 was obtained from the pilot testing using Kuder Richardson (KR-20). ANCOVA and Sidak post-hoc statistics were used for testing the hypotheses at 0.05 level of significance. The results showed that: (a) students in homogeneous ability grouping taught Chemistry using virtual laboratory instruction in collaborative setting performed better than their counterpart taught Chemistry in heterogeneous grouping composition; (b) female students in homogeneous group performed better than their counterparts in heterogeneous groups; (c) the higher achiever students in homogeneous groups outperformed those in heterogeneous groups. Based on these findings, it was recommended that the use of virtual laboratory instruction in homogeneous gender and ability level grouping in collaborative setting should be encouraged in teaching practical chemistry at senior secondary schools in Nigeria.

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Section: Discussionsupporting

confidence: 90%

Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments

2018

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“…This result confirms those of previous research deploying that gender does not significantly result in differences. Even so, women have better grades than men (Shi et al, 2015). Nevertheless, Shi et al (2015) argue that students can still work together in conducting experiments through the best possible disposition.…”

Section: Resultsmentioning

confidence: 99%

“…Even so, women have better grades than men (Shi et al, 2015). Nevertheless, Shi et al (2015) argue that students can still work together in conducting experiments through the best possible disposition. However, there are several considerations.…”

Section: Resultsmentioning

confidence: 99%

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Malik¹,

Ubaidillah²

2021

JPII

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This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.

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“…Further, pedagogical strategies related to gender dynamics in team interactions represents an active area of research in the field of STEM education. While some studies indicate that all-female project teams result in benefits to women's self-efficacy and performance (Meadows and Sekaquaptewa, 2013; Shi et al ., 2015), others show that mixed gender teams have learning benefits (Hansen et al ., 2015; Takeda and Homberg, 2014).…”

Section: Discussionmentioning

confidence: 99%

Gender differences in academic entrepreneurship: experience, attitudes and outcomes among NSF I-CORPS participants

Epstein

Duval‐Couetil

Huang-Saad

2021

IJGE

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PurposeExpanding access to entrepreneurship training programs can be a method to increase female involvement in technology commercialization only if these programs adequately address the specific challenges facing female faculty and graduate students. In the context of the US National Science Foundation's Innovation Corps (NSF I-Corps) program, this study examines gender differences in prior experience and attitudes towards the training in order to propose improvements to the program design.Design/methodology/approachThis quantitative study uses Pearson's Chi-Square and ANOVA tests on survey data from the I-Corps national program (n = 2,195), which enrolls faculty members, graduate students, postdoctoral researchers and industry experts.FindingsIn comparison to male participants, female I-Corps participants reported less entrepreneurial experience prior to the program, poorer team relationships during the program and lower entrepreneurial intention and technology commercialization readiness at both the beginning and the end of the program. However, no gender differences were found in positive or negative perceptions of the instructional climate or perceptions of program usefulness.Originality/valueThis study is unique as it is based on a large-scale dataset drawn from sites across the United States. The results support potential changes to I-Corps and similar programs, including providing more explicit instructions for tasks with which female participants have less prior experience than males (e.g. in applying for patents), offering guidance for team interactions, and providing mentorship to assess whether low self-efficacy is leading women to underestimate the potential success of their projects.

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Effects of Lab Group Sex Composition on Physics Learning

Cited by 9 publications

References 17 publications

Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments

Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Gender differences in academic entrepreneurship: experience, attitudes and outcomes among NSF I-CORPS participants

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