Abstract
Previous research [Lorenzo et al., Am. J. Phys. 74, 118 (2006)] demonstrated that the difference in performance between male and female students can be reduced and even eliminated, in consistent fashion, by using interactive engagement techniques in the introductory physics classroom. The present paper describes similar studies in a different, large research university and finds that the use of interactive engagement techniques does not necessarily reduce the gender gap. Furthermore, in the environments studied, there is a gap in learning gains between male and female students $(p<0.01)$ whether partially or fully interactive classroom techniques are used. Our findings suggest that engaging students in interactive educational environments is not sufficient to reduce the gender gap, and we find instances where despite significant learning gains by all students, the gender gap is increased. There is indication that there are both student and instructor effects that impact the gender gap, which are the subjects of ongoing studies.
Highlights
In a significant piece, Lorenzo, Crouch, and Mazur establish that, by using interactive engagement techniques at Harvard, the disparity in performance on the Force Concept InventoryFCIbetween males and femalesgender gapis reduced and even eliminated.[1]
Our findings suggest that engaging students in interactive educational environments is not sufficient to reduce the gender gap, and we find instances where, despite significant learning gains by all students, the gender gap is increased
We cannot conclude that interactive engagement techniques will eliminate or even necessarily reduce the gender gap
Summary
Lorenzo, Crouch, and Mazur establish that, by using interactive engagement techniques at Harvard, the disparity in performance on the Force Concept InventoryFCIbetween males and femalesgender gapis reduced and even eliminated.[1] they demonstrate that in this environment the degree of interactivity in the classroom affects the degree to which the gender gap is reduced; the more interactive the class, the more the gender gap is reduced. Researchers at the University of Colorado have conducted similar studies examining the impact of interactive engagement techniques on the gender gap. There is indication that there are both student and instructor effects that impact the gender gap
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Physical Review Special Topics - Physics Education Research
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
