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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