Gender differences in student performance in large lecture classrooms using personal response systems (‘clickers’) with narrative case studies

This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems (‘clickers’). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker Cases and traditional lecture) to teach eight topic areas. Three different sets of multiple regression analysis were conducted for three separate dependent variables: posttest score, change in score from posttest to final, and transfer score. Interactions between gender and pedagogical approach were found across the three analyses. Women either performed better with Clicker Cases, or about the same with either instructional method, but men performed markedly better with lectures in most topic areas. Our results suggest that men and women experience two pedagogical approaches—Clicker Cases and lectures—differently, and that Clicker Cases are more favorable for women than for men.     

Creating the Market University. How Academic Science Became an Economic Engine

Tertiary Education and Management -     

Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms

Journal of Educational Change - Teachers worldwide are challenged to adjust their teaching to meet students’ needs for deeper learning. The lack of mutual understanding among researchers,...     

Representations of student performance data in local education policy

Educational Assessment, Evaluation and Accountability - The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across...     

Correction to: Teaching and learning in a multilingual Europe: findings from a cross-European study

European Journal of Psychology of Education - A Correction to this paper has been published: https://doi.org/10.1007/s10212-021-00539-z