性别与理工大学学生合作学习体验的关系

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-11-02 DOI:10.1080/18146627.2022.2153067
Carina Kleynhans, J. Roberson, A. Nesamvuni, Prince Masondo
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引用次数: 0

摘要

多样性影响着学生的学习体验和学习能力。性别是影响学生态度的学生多样性特征之一。本研究的目的是确定男女学生的合作学习体验是否存在差异。使用现有问卷收集186名参与合作学习课程的酒店财务管理1学生(2016年)的数据。使用卡方检验对数据进行独立性分析,以确定性别与协作学习组成部分之间的关系。结果表明,大多数男女学生对合作学习体验感到满意。在“协作学习活动对我的学习有重要贡献”和“在协作学习成员之间组织和分配任务和责任很容易”这两个问题上,男女学生之间的差异有统计学意义。女性学生(17.65%)不认为这对他们的学习有帮助,而男性学生(4.29%)不认为这对他们的学习有帮助。研究结果可以解释为,尽管男性学生与女性学生在合作学习方面存在差异,但这些差异是有限的,而且这些群体之间的总体趋势是相似的。
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The Relationship between Gender and the Collaborative Learning Experience of University of Technology Students
Abstract Diversity influences students’ learning experience and their ability to learn. Gender is one of the characteristics of student diversity that could affect students’ attitudes. The purpose of this study was to determine whether differences manifest in men and women students’ experience of collaborative learning. An existing questionnaire was used to collect data from 186 Hospitality Financial Management 1 students (2016) who participated in collaborative learning classes. Data were analysed using the chi-squared test for independence to determine the relationship between gender and the components of collaborative learning. The results indicated that the majority of men and women students were satisfied with the collaborative learning experience. There was a statistically significant difference between men and women students on the statements “Collaborative learning activities made an important contribution to my learning” and “It is easy to organise and distribute tasks and responsibilities among collaborative learning members.” Significantly more women students (17.65%) disagreed that it had contributed to their learning than men students (4.29%). The findings can be interpreted as meaning that although there were differences in how men students experienced collaborative learning compared with women students, these differences were limited and the general tendency between these groups were similar.
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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