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|Title:||Jack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement||Authors:||Younes, Rayya
Capraro, Robert M.
Capraro, Mary M.
|Affiliations:||Department of Education||Keywords:||Female
|Issue Date:||2020-01-01||Part of:||International Journal of Innovation in Science and Mathematics Education||Volume:||28||Issue:||4||Start page:||44||End page:||57||Abstract:||
This longitudinal study was designed to examine how science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affected the success of high school women in comparison with high school men in mathematics and science, with English performance as a control. We analysed the four-year performance, course-taking, and retention of high school students (n= 186) in these three subjects in a school where STEM PBL was enacted. Students’ Texas state-mandated high-stakes test scores were collected. A repeated measures MANOVA was used for analysing changes in performance after infusing STEM PBL activities into their classes. The results indicated that there was a statistically significant change in scores for both men and women in mathematics and science; however, the attrition for women was much less than for men. We included implications for how to escalate women’s performance and retention in STEM-based areas.
|URI:||https://scholarhub.balamand.edu.lb/handle/uob/5193||ISSN:||22004270||DOI:||10.30722/IJISME.28.04.004||Open URL:||Link to full text||Type:||Journal Article|
|Appears in Collections:||Department of Education|
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