Gender impact on STEM online learning-a correlational study of gender, personality traits and learning styles in relation to different online teaching modalities
Journal
Multimedia Tools and Applications
Date Issued
2023-03-07
Author(s)
Idrizi, Ermira
Abstract
STEM (science, technology, engineering and mathematics) education benefits both
individuals and society. It supports individuals by increasing their critical-thinking skills,
encouraging creativity, as well as providing a basis for new inventions. The underrepresentation of women in STEM is a complex issue with various causes and different
approaches of addressing it, where most likely gender differences are caused by desires
and choice rather than abilities and performance. This paper explores differences in online
and traditional STEM learning based on gender. It examines in detail recently identified
patterns of women’s success, their access to STEM online courses, and their overall
course experience during such courses. We analyzed results from a case study in which
students were enrolled for one semester in two STEM online courses and completed
questionnaires about their character traits and learning styles and how they relate to
academic performance. The objective of our research is to analyze academic success
during traditional classes and online classes, with focus on gender and identify how
character traits and learning styles correlate with gender in online classes. The main
outcome of our research is that female students, which study in the field of STEM in
particular computer science, are trustworthy and autonomous students who can outperform their male counterparts during traditional courses, where during online courses male
students still exceed slightly female students. The trait of Consciousness is a success predictor regardless of gender and learning environment, while the trait of Neuroticism
has negative impact the traditional learning environment, Extraversion shows negative
impact in online learning. Learning styles show gender differences, where female students prefer the style of read/write while male students favor kinesthetic.
individuals and society. It supports individuals by increasing their critical-thinking skills,
encouraging creativity, as well as providing a basis for new inventions. The underrepresentation of women in STEM is a complex issue with various causes and different
approaches of addressing it, where most likely gender differences are caused by desires
and choice rather than abilities and performance. This paper explores differences in online
and traditional STEM learning based on gender. It examines in detail recently identified
patterns of women’s success, their access to STEM online courses, and their overall
course experience during such courses. We analyzed results from a case study in which
students were enrolled for one semester in two STEM online courses and completed
questionnaires about their character traits and learning styles and how they relate to
academic performance. The objective of our research is to analyze academic success
during traditional classes and online classes, with focus on gender and identify how
character traits and learning styles correlate with gender in online classes. The main
outcome of our research is that female students, which study in the field of STEM in
particular computer science, are trustworthy and autonomous students who can outperform their male counterparts during traditional courses, where during online courses male
students still exceed slightly female students. The trait of Consciousness is a success predictor regardless of gender and learning environment, while the trait of Neuroticism
has negative impact the traditional learning environment, Extraversion shows negative
impact in online learning. Learning styles show gender differences, where female students prefer the style of read/write while male students favor kinesthetic.
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