Gender Differentiation in Perceiving and Evaluating the Interactive Methods of Education by the Engineering Students

Abstract

The article gives an overview of the basic principles and approaches to the matter of cooperative learning based on the use of interactive forms and methods of education. It is argued that in the conditions of the changing labor market, there will be a demand for such skills, abilities and competencies that are most effectively formed and developed through interactive practices such as leadership, thinking skills, communication, decision making, project work, etc. Interactive education methods are a synthesis of two components, pedagogical and technological. It is justified to combine these two components to achieve the best learning outcomes. On the basis of the analysis of the data obtained as a result of the survey, as well as via its verification using the mathematical statistics methods, a hypothesis was proposed on the difference in the level of expectations, perception and evaluation of interactive forms and methods of education in gender-differentiated groups of engineering students. The results of data analysis showed a more skeptical attitude of the male student audience with regard to both the effectiveness and appropriateness of interactive methods of education. It was found that this part of respondents tends to be more instrumental and pragmatic in choosing the means and methods of learning.