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Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

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  • Firas Almasri
  • Gertrude I Hewapathirana
  • Fatme Ghaddar
  • Nick Lee
  • Bashar Ibrahim

Abstract

This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

Suggested Citation

  • Firas Almasri & Gertrude I Hewapathirana & Fatme Ghaddar & Nick Lee & Bashar Ibrahim, 2021. "Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment," PLOS ONE, Public Library of Science, vol. 16(5), pages 1-35, May.
  • Handle: RePEc:plo:pone00:0251453
    DOI: 10.1371/journal.pone.0251453
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    References listed on IDEAS

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    1. Ana-Maria Aurelia PETRESCU & Gabriel GORGHIU & Luminiţa Mihaela DRĂGHICESCU, 2017. "The Advantages of Collaborative Learning in Science Lessons," Book chapters-LUMEN Proceedings, in: Otilia Clipa (ed.), Studies and Current Trends in Science of Education, edition 1, volume 2, chapter 36, pages 326-333, Editura Lumen.
    2. Elli J Theobald & Sarah L Eddy & Daniel Z Grunspan & Benjamin L Wiggins & Alison J Crowe, 2017. "Student perception of group dynamics predicts individual performance: Comfort and equity matter," PLOS ONE, Public Library of Science, vol. 12(7), pages 1-16, July.
    3. Rajagopal, 2014. "The Human Factors," Palgrave Macmillan Books, in: Architecting Enterprise, chapter 9, pages 225-249, Palgrave Macmillan.
    4. Janet Currie, 2001. "Early Childhood Education Programs," Journal of Economic Perspectives, American Economic Association, vol. 15(2), pages 213-238, Spring.
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