PERC 2018 Abstract Detail Page
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| Abstract Title: | Impact of evidence-based active-engagement instruction on the gender gap in introductory physics |
|---|---|
| Abstract: | Prior research suggests that some evidence-based pedagogies may result in both improved learning for all students, as well as a reduction in the gender gap. We describe the impact of evidence-based active engagement (EBAE) strategies on the gender gap observed on validated conceptual surveys. We compare male and female students' performance in EBAE courses with courses that primarily use lecture-based (LB) instruction. All courses had large enrolment and often had more than 100 students. We find that students in courses which make significant use of evidence-based active engagement strategies, on average, significantly outperformed students in courses of the same type using primarily lecture-based instruction even though there was no statistically significant difference on the pretest before instruction. However, the gender gap persisted even in courses using EBAE methods. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C49 |
Author/Organizer Information | |
| Primary Contact: |
Alexandru Maries University of Cincinnati 345 clifton court Cincinnati, OH 45221 Phone: 5135560547 |
| Co-Author(s) and Co-Presenter(s) |
Nafis I Karim, University of Pittsburgh Chandralekha Singh, University of Pittsburgh |
