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