Carina Kleynhans, J. Roberson, A. Nesamvuni, Prince Masondo
{"title":"性别与理工大学学生合作学习体验的关系","authors":"Carina Kleynhans, J. Roberson, A. Nesamvuni, Prince Masondo","doi":"10.1080/18146627.2022.2153067","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"36 - 54"},"PeriodicalIF":0.2000,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Relationship between Gender and the Collaborative Learning Experience of University of Technology Students\",\"authors\":\"Carina Kleynhans, J. Roberson, A. Nesamvuni, Prince Masondo\",\"doi\":\"10.1080/18146627.2022.2153067\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":44749,\"journal\":{\"name\":\"Africa Education Review\",\"volume\":\"18 1\",\"pages\":\"36 - 54\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2021-11-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Africa Education Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/18146627.2022.2153067\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2022.2153067","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.