Do Studies of Active Learning in Post-Secondary Science Education Reveal Gendered Effect on Student Outcomes?

Jennifer Stonehouse | UBC Okanagan

Poster | Monday, May 6 at 4:00 pm – 6:00 pm | Commons Galleria

Student-centred active learning is increasingly replacing traditional didactic, lecture-based methods. Overall gains are commonly reported from inverted, problem-based, and experiential learning practices. Information is increasingly available regarding discipline-specific outcomes for different groups (e.g. underrepresented minorities, socio-economic groups, etc.); however, gender-based effects are often overlooked. We surveyed reported gender effects in studies of active learning in postsecondary science education. Unsurprisingly, all students benefit from active learning, especially when mixed-gender groups are used. Interestingly, assessment methods—not just teaching methods—affect outcomes. We next plan a more methodical meta-analysis of published research, investigating gender-based trends around group work (especially in life sciences).