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Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths

Author

Listed:
  • Jose Antonio Prieto-Saborit

    (Facultad Padre Ossó, University of Oviedo, 33008 Oviedo, Spain)

  • David Méndez-Alonso

    (Facultad Padre Ossó, University of Oviedo, 33008 Oviedo, Spain)

  • Jose Antonio Cecchini

    (Department of Educational Science, University of Oviedo, 33008 Oviedo, Spain)

  • Ana Fernández-Viciana

    (Facultad Padre Ossó, University of Oviedo, 33008 Oviedo, Spain)

  • Jose Ramón Bahamonde-Nava

    (Facultad Padre Ossó, University of Oviedo, 33008 Oviedo, Spain)

Abstract

Education and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that cooperative learning has on academic performance and on the gender gap in the subject of Maths. A total of 14,122 students between the ages of 10 and 19 took part in the study. The hypothesis posed was that gender differences observed in Maths would significantly be reduced in those classrooms in which cooperative learning had a higher degree of implementation. In the results, the analysis of the regression of means and gradients showed that gender predicts Maths results in a positive manner (estimated beta = 0.12, p < 0.01) and interacts with cooperative learning by taking a negative value (−0.26) and with an associated critical value less than 0.05. In other words, the relation between cooperative learning and Math grades is significantly higher in males than in females. However, females achieve better marks, which generates a certain relation of equity. These results prove that cooperative learning can reduce gender differences in the learning of Maths.

Suggested Citation

  • Jose Antonio Prieto-Saborit & David Méndez-Alonso & Jose Antonio Cecchini & Ana Fernández-Viciana & Jose Ramón Bahamonde-Nava, 2021. "Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths," Sustainability, MDPI, vol. 13(15), pages 1-12, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8220-:d:599810
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    References listed on IDEAS

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    1. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    2. Salvador Baena-Morales & Daniel Jerez-Mayorga & Francisco Tomás Fernández-González & Juan López-Morales, 2020. "The Use of a Cooperative-Learning Activity with University Students: A Gender Experience," Sustainability, MDPI, vol. 12(21), pages 1-12, November.
    3. Laima Daujotienė & Aušra Kazlauskienė & Remigijus Bubnys, 2020. "Teacher Involvement in Organisational Change: From Engaging Risk to Cooperative Learning," Sustainability, MDPI, vol. 12(22), pages 1-14, November.
    4. Marcel Bassachs & Dolors Cañabate & Teresa Serra & Jordi Colomer, 2020. "Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development," Sustainability, MDPI, vol. 12(20), pages 1-17, October.
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    1. Jose Antonio Prieto-Saborit & David Méndez-Alonso & Ana Fernández-Viciana & Laxmi J. Dixit Dixit & Paloma Nistal-Hernández, 2022. "Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study," Sustainability, MDPI, vol. 14(23), pages 1-10, December.

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