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Abstract Title: Exploring the gender gap in one department’s algebra-based physics course
Abstract: The differences in performance of males and females in physics have been well documented. While evaluating the effectiveness of the Learner-centered Environment for Algebra-based Physics curriculum (LEAP), results on the Force Concept Inventory for the first semester course showed that females in LEAP sections perform the same as males in traditional sections, which suggests that the LEAP curriculum might be effective in reducing the performance gap between males and females.  To better understand whether this result is due to pedagogical or assessment choices, students in the LEAP and traditional course sections were given the Gender FCI developed by Laura McCullough which replaces the school/male-oriented contexts with real-life/female-oriented contexts.  Propensity scoring was used to strengthen the findings as confounding variables can have a significant effect on estimating the effect of the curriculum.  The results from this work will be presented in this poster.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Twanelle Walker Majors
Tennessee Technological University
110 University Drive
Bruner Hall Room 227
Cookeville, TN 38505
Phone: 931-372-6558
Fax: 931-372-6351
Co-Author(s)
and Co-Presenter(s)
Paula V. Engelhardt
Steve J. Robinson