Gender-Related Effects on Learning with Hands-On Modules in Engineering Classrooms

Abstract

Numerous studies have endorsed hands-on learning as an effective way to transform science, technology, engineering, and mathematics (STEM) education. More specifically, advocates of hands-on learning in STEM suggest that such active learning strategies have been found to increase engagement and learning. Indeed, numerous studies have been conducted on the effects of low-cost desktop learning modules (LCDLMs) on students' learning experiences in engineering classrooms as part of a comprehensive research program to promote hands-on learning. We have reported on the effects of LCDLMs on students' motivation and learning strategies skills in past publications. However, little is known about how different students learn with LCDLMs. Such studies are needed to further establish the robustness of LCDLMs for improving different students' learning and motivation to learn. The present study begins to fill this gap by examining if LCDLMs offer differential benefits or effects based on the gender of participants who used these LCDLMs. If LCDLMs are equally beneficial for men and women, this could suggest that they are effective for all genders. This would be a valuable contribution to the existing research on gender inequality in STEM, which has shown significant gender gaps in retention and workforce development in engineering. This underrepresentation of females in science-dominated fields is a major concern for researchers and policymakers. This study aims to investigate the differences between males and females in affective and motivational engagement forms. A total of 232 survey responses from students enrolled in fluid mechanics and heat transfer, a junior-level chemical engineering course at eight universities in the United States of America, were used in this study. More specifically, the study used these survey responses to assess differences in learning and engagement between male and female participants. Results show no significant differences between the gender groups, which suggests that using LCDLMs is beneficial for females as they are for males. The paper concludes with implications and recommendations for researchers to develop hands-on interventions.