scholarly journals How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses

2020 ◽  
Author(s):  
Yangqiuting Li ◽  
Kyle M. Whitcomb ◽  
Chandralekha Singh
Keyword(s):  
Learning Environment ◽  
Female Students ◽  
Introductory Physics ◽  
Motivational Beliefs ◽  
Male And Female ◽  
Physics Courses ◽  
Introductory Physics Courses

scholarly journals A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences

2018 ◽  
Vol 96 (4) ◽  
pp. 391-405 ◽  
Author(s):  
Emily Marshman ◽  
Zeynep Y. Kalender ◽  
Christian Schunn ◽  
Timothy Nokes-Malach ◽  
Chandralekha Singh
Keyword(s):  
Longitudinal Analysis ◽  
Self Efficacy ◽  
Female Students ◽  
Introductory Physics ◽  
Learning Tools ◽  
Physics Courses ◽  
Course Sequence ◽  
Instruction And Learning ◽  
Physics Course ◽  
Introductory Physics Courses

The lack of diversity and the under-performance of underrepresented students in STEM courses have been the focus of researchers in the last decade. In particular, many hypotheses have been put forth for the reasons for the under-representation and under-performance of women in physics. Here, we present a framework for helping all students learn in science courses that takes into account four factors: (1) the characteristics of instruction and learning tools, (2) student characteristics, (3) implementation of instruction and learning tools, and (4) the students’ environments. While there has been much research on factor 1 (characteristics of instruction and learning tools), there has been less focus on factor 2 (students’ characteristics, and in particular, motivational factors). Here, we focus on the baseline characteristics of introductory physics students obtained from survey data to inform factor 2 of the framework. A longitudinal analysis of students’ motivational characteristics in two-semester introductory physics courses was performed by administering pre- and post-surveys that evaluated students’ self-efficacy, grit, fascination with physics, value associated with physics, intelligence mindset, and physics epistemology. We found that female students reported lower levels of self-efficacy, fascination, and value associated with physics, and held a more “fixed” view of intelligence in the context of physics compared to male students. Female students’ fascination and value associated with physics decreased significantly more than males’ after an introductory physics course sequence. In addition, females’ view of physics intelligence became more “fixed” compared to males’ by the end of an introductory physics course sequence. Grit was the only factor on which females reported averages that were equal to or higher than males throughout introductory physics courses. The findings inform the framework and have implications for the development and implementation of effective pedagogies and learning tools to help all students learn.

scholarly journals EVALUATION OF STUDENTS’ PERCEPTION OF BIOLOGY CLASSROOM LEARNING ENVIRONMENT

2020 ◽  
Vol 5 (36) ◽  
pp. 94-113
Author(s):  
Loh Su Ling ◽  
Pang Vincent ◽  
Denis Lajium
Keyword(s):  
Learning Environment ◽  
Measurement Model ◽  
Female Students ◽  
Background Information ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Biology Teachers ◽  
Male And Female ◽  
Biology Learning ◽  
The Difference

Students’ feedback about their classroom learning environment can be used to provide information about the strengths and problems that need to be addressed. This study assessed the students’ perceptions of their biology learning environment. The difference between male and female students’ perceptions of their learning environment was also investigated. Learning environment instrument What is Happening in this Class (WIHIC) questionnaire was employed to evaluate the perception of 437 Form Four students who took Biology as one of their subjects in a local district. The data were analysed based on the Rasch (1961) measurement model using the Winsteps software. Overall, the students perceived quite favourably on their biology classroom learning environment. Apart from that, there is no difference between the boys and girls in their general perception of the biology classroom learning environment. Further analysis on each scale showed the scales of Students Cohesiveness and Cooperation were perceived positively in the Biology classroom. However, students find it difficult to agree on the scale of Investigation and Involvement. DIF analysis of the items revealed some differences in their perceptions in the scales as well as some of the items between male and female students. Several suggestions were given in the hope of improving and create an effective classroom learning environment. With such feedbacks, Biology teachers and the school administration can strive to improve and create an effective classroom learning environment, provide useful background information for further evaluation phases and inform on the best approach to carry out Biology lessons in the classroom.

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