Open AccessJack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement
Author(s) -
Rayya Younes,
Robert M. Capraro,
Mary Margaret Capraro,
Roslinda Rosli,
Yujin Lee,
Katherine Vela,
Danielle Bevan
Publication year - 2021
Publication title -
international journal of innovation in science and mathematics education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.37
H-Index - 13
ISSN - 2200-4270
DOI - 10.30722/ijisme.28.04.004
Subject(s) - multivariate analysis of variance , attrition , mathematics education , academic achievement , differential effects , test (biology) , psychology , mathematics , medicine , statistics , biology , paleontology , dentistry
This longitudinal study was designed to examine how science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affected the success of high school women in comparison with high school men in mathematics and science, with English performance as a control. We analysed the four-year performance, course-taking, and retention of high school students (n = 186) in these three subjects in a school where STEM PBL was enacted. Students’ Texas state-mandated high-stakes test scores were collected. A repeated measures MANOVA was used for analysing changes in performance after infusing STEM PBL activities into their classes. The results indicated that there was a statistically significant change in scores for both men and women in mathematics and science; however, the attrition for women was much less than for men. We included implications for how to escalate women's performance and retention in STEM-based areas.