Location

Lovejoy 215

Start Date

1-5-2014 9:00 AM

End Date

1-5-2014 10:30 AM

Project Type

Presentation

Description

Academic performance has been a major component in society. Educators and researchers have long studied the best way to get students to learn and perform at their maximum abilities. Only a few past studies have looked at student, professor gender concordance as a determinant in student learning. This study aims to investigate the effects of gender agreement between professors and students on student learning. Surveys were distributed to students in order to collect information on gender, learning, grades, class sizes, and other possible confounding variables. A chi squared contingency test, a one-way ANOVA test, and a two sample t-test were performed in order to analyze the data recovered. The study found no evidence that gender concordance is associated with measures of learning.

Faculty Sponsor

Suzi Cole

Sponsoring Department

Colby College. Mathematics and Statistics Dept.

CLAS Field of Study

Social Sciences

Event Website

http://www.colby.edu/clas

ID

39

Share

COinS
 
May 1st, 9:00 AM May 1st, 10:30 AM

Effects of Professor, Student Gender Agreement on Learning

Lovejoy 215

Academic performance has been a major component in society. Educators and researchers have long studied the best way to get students to learn and perform at their maximum abilities. Only a few past studies have looked at student, professor gender concordance as a determinant in student learning. This study aims to investigate the effects of gender agreement between professors and students on student learning. Surveys were distributed to students in order to collect information on gender, learning, grades, class sizes, and other possible confounding variables. A chi squared contingency test, a one-way ANOVA test, and a two sample t-test were performed in order to analyze the data recovered. The study found no evidence that gender concordance is associated with measures of learning.

http://digitalcommons.colby.edu/clas/2014/program/153