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Active Learning Compared With Lecture-Based Pedagogies in Gender and Socio-Cultural Context-Specific Major and Non-Major Biology Classes

Active Learning Compared With Lecture-Based Pedagogies in Gender and Socio-Cultural Context-Specific Major and Non-Major Biology Classes

Gertrude Iranganie Hewapathirana, Firas Almasri
Copyright: © 2022 |Pages: 27
ISBN13: 9781799895640|ISBN10: 1799895645|EISBN13: 9781799895657
DOI: 10.4018/978-1-7998-9564-0.ch014
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MLA

Hewapathirana, Gertrude Iranganie, and Firas Almasri. "Active Learning Compared With Lecture-Based Pedagogies in Gender and Socio-Cultural Context-Specific Major and Non-Major Biology Classes." Handbook of Research on Active Learning and Student Engagement in Higher Education, edited by Jared Keengwe, IGI Global, 2022, pp. 293-319. https://doi.org/10.4018/978-1-7998-9564-0.ch014

APA

Hewapathirana, G. I. & Almasri, F. (2022). Active Learning Compared With Lecture-Based Pedagogies in Gender and Socio-Cultural Context-Specific Major and Non-Major Biology Classes. In J. Keengwe (Ed.), Handbook of Research on Active Learning and Student Engagement in Higher Education (pp. 293-319). IGI Global. https://doi.org/10.4018/978-1-7998-9564-0.ch014

Chicago

Hewapathirana, Gertrude Iranganie, and Firas Almasri. "Active Learning Compared With Lecture-Based Pedagogies in Gender and Socio-Cultural Context-Specific Major and Non-Major Biology Classes." In Handbook of Research on Active Learning and Student Engagement in Higher Education, edited by Jared Keengwe, 293-319. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9564-0.ch014

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Abstract

This chapter provides new insights on the experimental research that hypothesized whether the gender group composition in active learning (AL) versus traditional lecture (TL) classrooms of undergraduate biology majors and non-majors correlate with students' achievements and attitudes. The research found that AL improves males' achievements and attitudes while females perform lower in their tests and exams in mixed-gender groups. In single-gender groups, female achievements were higher in both TL and AL classes. The authors argue that students' gender and gender group composition and associated socio-cultural beliefs have been the most influential factors in students' achievements and framing attitudes towards science learning. The findings suggest that underlying socio-cultural, social identities, and associated beliefs supersede the effectiveness of pedagogical approaches. Thus, there is a need for developing gender-specific and context-specific teaching pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

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