Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths
| Autor: | David Méndez-Alonso, José A. Cecchini, José Antonio Prieto-Saborit, Ana Fernández-Viciana, Jose Ramón Bahamonde-Nava |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Cooperative learning
Gender equity genetic structures education Geography Planning and Development TJ807-830 010501 environmental sciences Management Monitoring Policy and Law TD194-195 01 natural sciences Renewable energy sources GeneralLiterature_MISCELLANEOUS gender equity in mathematics Mathematics education GE1-350 0105 earth and related environmental sciences Sustainable development Environmental effects of industries and plants ComputingMilieux_THECOMPUTINGPROFESSION Renewable Energy Sustainability and the Environment 05 social sciences Equity (finance) 050301 education Building and Construction cooperative learning Environmental sciences Gender gap sustainable education 0503 education Value (mathematics) |
| Zdroj: | Sustainability Volume 13 Issue 15 Sustainability, Vol 13, Iss 8220, p 8220 (2021) |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su13158220 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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