Please use this identifier to cite or link to this item: https://scholarhub.balamand.edu.lb/handle/uob/5193
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.
Rosli, Roslinda
Lee, Yujin
Vela, Katherine
Bevan, Danielle
Affiliations: Department of Education 
Keywords: Female
high school
Longitudinal
project-based learning
STEM
Issue Date: 2020
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

Show full item record

SCOPUSTM   
Citations

2
checked on Jul 2, 2022

Record view(s)

27
checked on Jul 2, 2022

Google ScholarTM

Check

Dimensions Altmetric

Dimensions Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.