The Interaction of Gender and Pedagogy on Learning Motivations in a Secondary PBL Mathematics Classroom

The purpose of this study was to investigate the interactive effects of gender, learning motivations, and pedagogy (Project-Based Learning [PBL] and conventional) on secondary mathematics learning. In order to measure their academic achievement and learning motivations, 165 secondary students were given a state standardized mathematics test and the Motivated Strategies for Learning Questionnaire. Study results indicated that pedagogy and gender had no impact on academic achievement. Pedagogy played a stronger role in rehearsal, peer learning, and task value. Gender played a stronger role in test anxiety, organization, help seeking, and control of learning. PBL students seemed to value and actively engage in the mathematics more than did the conventional students.

Download Full-text

Pilot Testing the Feasibility of a Game Intervention Aimed at Improving Help Seeking and Coping Among Sexual and Gender Minority Youth: Protocol for a Randomized Controlled Trial (Preprint)

10.2196/preprints.12164 ◽

2018 ◽

Author(s):

Robert W S Coulter ◽

Jordan M Sang ◽

William Louth-Marquez ◽

Emmett R Henderson ◽

Dorothy Espelage ◽

...

Keyword(s):

Help Seeking ◽

Controlled Trial ◽

Web Based ◽

Gender Minority ◽

Cyberbullying Victimization ◽

Game Intervention ◽

Sexual And Gender Minority ◽

And Gender ◽

And Coping ◽

And Control

BACKGROUND Sexual and gender minority youth (SGMY; eg, lesbian, gay, bisexual, and transgender youth) experience myriad substance use and mental health disparities compared with their cisgender (nontransgender) heterosexual peers. Despite much research showing these disparities are driven by experiences of bullying and cyberbullying victimization, few interventions have aimed to improve the health of bullied SGMY. One possible way to improve the health of bullied SGMY is via a Web-accessible game intervention. Nevertheless, little research has examined the feasibility of using a Web-accessible game intervention with SGMY. OBJECTIVE This study aimed to describe the protocol for a randomized controlled trial (RCT) pilot, testing the feasibility and limited efficacy of a game-based intervention for increasing help-seeking–related knowledge, intentions, self-efficacy, behaviors, productive coping skills use, and coping flexibility and reducing health risk factors and behaviors among SGMY. METHODS We enrolled 240 SGMY aged 14 to 18 years residing in the United States into a 2-arm prospective RCT. The intervention is a theory-based, community-informed, computer-based, role playing game with 3 primary components: encouraging help-seeking behaviors, encouraging use of productive coping, and raising awareness of Web-based resources. SGMY randomized to both the intervention and control conditions will receive a list of SGMY-inclusive resources, covering a variety of health-related topics. Control condition participants received only the list of resources. Notably, all study procedures are conducted via the internet. We conveniently sampled SGMY using Web-based advertisements. Study assessments occur at enrollment, 1 month after enrollment, and 2 months after enrollment. The primary outcomes of this feasibility study include implementation procedures, game demand, and game acceptability. Secondary outcomes include help-seeking intentions, self-efficacy, and behaviors; productive coping strategies and coping flexibility; and knowledge and use of Web-based resources. Tertiary outcomes include bullying and cyberbullying victimization, loneliness, mental health issues, substance use, and internalized sexual and gender minority stigma. RESULTS From April to July 2018, 240 participants were enrolled and randomized. Half of the enrolled participants (n=120) were randomized into the intervention condition and half (n=120) into the control condition. At baseline, 52.1% (125/240) of the participants identified as gay or lesbian, 26.7% (64/240) as bisexual, 24.2% (58/240) as queer, and 11.7% (28/240) as another nonheterosexual identity. Nearly half (113/240) of participants were a gender minority: 36.7% (88/240) were cisgender boys, and 16.3% (39/240) were cisgender girls. There were no differences in demographic characteristics between intervention and control condition participants. CONCLUSIONS Web-accessible game interventions overcome common impediments of face-to-face interventions and present a unique opportunity to reach SGMY and improve their health. This trial will provide data on feasibility and limited efficacy that can inform future Web-based studies and a larger RCT aimed at improving health equity for SGMY. CLINICALTRIAL ClinicalTrials.gov NCT03501264; https://clinicaltrials.gov/ct2/show/NCT03501264 (Archived by WebCite at http://www.webcitation.org/72HpafarW) INTERNATIONAL REGISTERED REPOR DERR1-10.2196/12164

Download Full-text

Mathematics and Gender Stereotypes in One Jewish and One Druze Grade 5 Classroom in Israel

Education Research International ◽

10.1155/2011/545010 ◽

2011 ◽

Vol 2011 ◽

pp. 1-10 ◽

Cited By ~ 4

Author(s):

David Mittelberg ◽

Osnat Rozner ◽

Helen Forgasz

Keyword(s):

Gender Stereotypes ◽

Mathematics Classroom ◽

Mathematics Learning ◽

Qualitative Case Studies ◽

Theoretical Perspectives ◽

Gender Biases ◽

Grade 5 ◽

Gendered Patterns ◽

And Gender ◽

And Mathematics

We report findings from qualitative case studies of two grade 5 classrooms in Israel, one Jewish and one Druze. The aim was to identify classroom factors contributing to the differences in the gendered patterns of mathematics outcomes for Jewish and Arab Israeli students. Marked differences were found in the teachers' gender-related interactions with students, and their beliefs and expectations of boys' and girls' mathematical capabilities. The Jewish teacher held conventional gender-stereotyped beliefs of male mathematical superiority. The Druze teacher believed that girls required affirmative action to overcome implied gender biases in favour of males in the Druze community. The findings support earlier research and theoretical perspectives on gender-related issues in the mathematics classroom. In particular, when teachers hold gender-biased beliefs and expectations, students' classroom experiences and mathematics learning outcomes are impacted along gender lines.

Download Full-text

The Effectiveness of Instructional Scaffolding Strategy in the Development of Academic Achievement and Critical Thinking in Female Second Year Secondary Students in Mathematics

Journal of College of Education for Women ◽

10.36231/coedw.v31i4.1430 ◽

2020 ◽

Vol 31 (4) ◽

pp. 60-77

Author(s):

Mohammed Sanat Alharbi ◽

Amnah Saeed Bin-Jabal

Keyword(s):

Academic Achievement ◽

Critical Thinking ◽

Secondary Students ◽

Second Grade ◽

Control Group ◽

Mathematics Students ◽

Instructional Scaffolding ◽

Scaffolding Strategy ◽

And Control ◽

Experimental Group

This study aims to find out the effectiveness of instructional scaffolding strategy in the development of academic achievement and critical thinking of female second grade secondary mathematics students. Semi-experimental and relational descriptive method was used. The sample of the study consisted of (50) students divided into an experimental group and a control group. The experimental group was taught using scaffolding strategy whereas the control group was taught using traditional method. Pre- and Post-tests were used to achieve the objective of the study. The results of the study revealed that there are statistically significant differences in the mean scores of the experimental and control groups in the posttest for both the academic achievement and critical thinking scale in favor of the experimental group. Furthermore, the findings have shown that there is a positive correlation between academic achievement and critical thinking. Based on the findings of the study, the researchers recommend curriculum designers and decision makers to integrate the scaffolding strategy in curricula and hold workshops for teachers to use scaffolding strategy in teaching mathematics.

Download Full-text

Teacher–Student Interaction and Chinese Students’ Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17134742 ◽

2020 ◽

Vol 17 (13) ◽

pp. 4742

Author(s):

Wei Lin ◽

Hongbiao Yin ◽

Jiwei Han ◽

Jiying Han

Keyword(s):

Mathematics Achievement ◽

Teacher Leadership ◽

Learning Outcomes ◽

Secondary Students ◽

Mathematics Classroom ◽

Mathematics Learning ◽

Mainland China ◽

Affective Learning ◽

Achievement Emotions ◽

Teacher Student

This study aimed to investigate secondary students’ mathematics achievement emotions and their mediating effects on the relationships between classroom environmental characteristics, namely, teacher–student interactional styles (i.e., teacher leadership and student freedom styles), and students’ mathematics learning outcomes in mainland China. A sample of 1423 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised three sets of scales for assessing students’ perceived teacher–student interactional styles, mathematics achievement emotions, and cognitive and affective learning outcomes. The results indicated that students’ mathematics learning outcomes were positively associated with both teacher leadership and student freedom styles. Moreover, students’ mathematics achievement emotions mediated the relationships between these two interactional styles and their mathematics learning outcomes. These results highlight the importance of mathematics achievement emotions in student learning, and provide implications for the improvement of mathematics classroom environments.

Download Full-text

Interactive effects of acolour wheel motion game on pupils’ cognitive development in graphic arts

Revija za elementarno izobraževanje ◽

10.18690/rei.13.2.153-168.2020 ◽

2020 ◽

Vol 13 (2) ◽

pp. 153-168

Author(s):

Micheal Olubunmi Odewumi ◽

Adekunle Olusola Otunla ◽

Tayo Abass Bada

Keyword(s):

Cognitive Development ◽

Secondary Schools ◽

Interactive Effects ◽

Graphic Arts ◽

Significant Difference ◽

Post Test ◽

And Gender ◽

And Control

Games can be instruments for fun and competition globally. However, despite their relevance for instruction, the awareness of key games and their use have not been significantly established. Therefore, the study investigates the interactive effects of colour wheel motion games on pupils' cognitive development in the field of graphic arts. The study included a pre-test and a post-test. The sample comprised 50 pupils: 25 boys and 25 girls. Two research hypotheses were tested. Findings revealed a significant difference between groups (experimental and control) and gender (boys and girls). Nevertheless, the use of the Colour Wheel Motion Game for learning was recommended for all pupils in secondary schools in Nigeria.

Download Full-text

Influence of Parenting Styles and self-efficacy on Academic Achievement of Secondary School Students: A case of Punjab Province Pakistan

Review of Economics and Development Studies ◽

10.47067/reads.v7i2.352 ◽

2021 ◽

Vol 7 (2) ◽

pp. 215-229

Author(s):

Muhammad Rizwan ◽

Xuehong Qi ◽

Muhammad Ali Talha

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Parenting Styles ◽

Self Efficacy ◽

Positive Impact ◽

School Level ◽

School Students ◽

Study Results ◽

And Control ◽

Academic Self Efficacy

The study was conducted to investigate influence of parenting styles on the academic achievement of secondary school enrolment from the perspective of Pakistan's culture. A cross-sectional research design was used to complete this research. A survey was used as a method of data collection accompanied by questionnaires. A multi-stage sampling technique was used to approach the participants. The sample was comprised of 720 students at the secondary level. The outcomes of the study exposed that there is a positive link between parenting styles (responsiveness and control), academic self-efficacy, and academic achievement. The study results indicate a positive impact of parenting style (responsiveness) on the students' academic achievement at the secondary school level. Students reported differences in parenting styles (providing responsiveness and control), academic self-efficacy, and academic achievement. The study found significant differences between various groups of students' mothers' education. Results of the study revealed that responsiveness and control of parenting styles are not substantially different in various regions of the world.

Download Full-text

The Impact of Collaborative Group Size on Students’ Achievement and Product Quality in Project-Based Learning Environments

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i10.12913 ◽

2020 ◽

Vol 15 (10) ◽

pp. 157

Author(s):

Ensaf Nasser Al Mulhim ◽

Amany Ahmed Eldokhny

Keyword(s):

Academic Achievement ◽

Preservice Teachers ◽

Product Quality ◽

Learning Environments ◽

Group Size ◽

Undergraduate Students ◽

Project Based Learning ◽

Collaborative Group ◽

Study Results ◽

The Impact

This paper focuses on comparing collaborative group sizes (small versus large) in terms of developing preservice teachers’ skills in designing webpages using HTML in a project-based learning environment. It examines the effect that group size has on academic achievement and product quality in project-based learning environments. The experiment involved 74 undergraduate students enrolled in the sixth level of the Computer Teacher Program, Faculty of Education, King Faisal University in Saudi Arabia, during the second term of the school year 2018-2019. Study results indicate that there are significant differences between large and small size groups as they relate to students’ academic achievement and product quality, showing a preference for a large group, which disagrees with most of the existing literature. In this study, the researchers explain this disagreement and recommend new directions in researching group sizes in project-based learning environments in the future.

Download Full-text

Evaluation of the Optic Nerve Head Using Optical Coherence Tomography Angiography in Systemic Sclerosis Patients

10.21203/rs.3.rs-518110/v1 ◽

2021 ◽

Author(s):

Sibel Zirtiloglu ◽

Mustafa Suat Alikma ◽

Ozge Pinar Akarsu Acar ◽

Fatih Guven ◽

Ozan Cemal Icacan ◽

...

Keyword(s):

Optical Coherence Tomography ◽

Systemic Sclerosis ◽

Optical Coherence Tomography Angiography ◽

Optical Coherence ◽

Cross Sectional ◽

Rheumatologic Diseases ◽

Study Results ◽

Significant Difference ◽

And Gender ◽

And Control

Abstract Introduction This study aims to quantify retinal microvascular vessel density using optical coherence tomography angiography (OCTA) in patients with systemic sclerosis (SS), whether there is a difference in values with the controls and to correlate it with the disease activity, damage risk and drug usage. Material- method SSc patients were enrolled, and age- and gender-matched controls underwent OCTA, after basic ophthalmological and rheumatological examinations in this cross-sectional, prospective study. Results 61 eyes of 61 consecutive SSc patients with a median age 52 years were investigeted. There was no statistically significant difference between patients and control groups regarding RNFL and OCTA measurements. As the ANA titer increases (RNFLs (p=0.01, r=-0.327), RPCwhole (p= 0.029, r= 0.279), RPCperipapiller (p=0.037, r=-0.267), RPC superior (p= 0.003, r=-0.371), RPCinferior (p=0.02, r=0.297)); there was a statistically significant decrease. RPC inside values were found to be lower in Anti Scl 70 positive patients compared to negative ones (p=0.021). RNFLn (p = 0.03), r =-0.278) value decreased as the years of disease increased. RPCinside value was found to be higher in patients using hydroxychloroquine and calcium channel blocker than those who did not use hydroxychloroquine respectively (p=0.021, p=0.027). RPC whole, RPC peripapillary, RPCnasal values were found to be statistically significantly higher in corticosteroid users than those who did not, respectivly (p = 0.043; 0.030; 0.033) Conclusion OCTA is a safe, fast non-invasive examination and can be used to investigate subclinical eye involvement in rheumatologic diseases using single scan.

Download Full-text