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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.
Rosli, Roslinda
Lee, Yujin
Vela, Katherine
Bevan, Danielle
Affiliations: Department of Education 
Keywords: Female
high school
project-based learning
Issue Date: 2020
Part of: International Journal of Innovation in Science and Mathematics Education
Volume: 28
Issue: 4
Start page: 44
End page: 57
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.
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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