Academic Journal
Effects of Pair Learning on Girls' Learning Performance in Robotics Education
| العنوان: | Effects of Pair Learning on Girls' Learning Performance in Robotics Education |
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| اللغة: | English |
| المؤلفون: | Zhong, Baichang (ORCID |
| المصدر: | Journal of Educational Computing Research. Mar 2023 61(1):151-177. |
| الاتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Elementary School Students, Grade 5, Control Groups, Robotics, Gender Differences, Cooperative Learning, Independent Study, Academic Achievement, Student Attitudes, Females, Learner Engagement |
| مصطلحات جغرافية: | China |
| تدمد: | 0735-6331 1541-4140 |
| مستخلص: | Robotics Education (RE) is viewed as a tool to narrow the gender gap in STEM fields, especially for promoting girls' learning. As an emerging and potential model in RE, Pair Learning (PL) is different from Individual Learning (IL), which is impacted by many factors. Among them, social factors need to be further explored. Therefore, this study emphasized gender as a key social factor and focused on girls' learning performance in different learning models (IL and PL) and gender pairing patterns (boy-girl and girl-girl), as well as exploring the effective pedagogy for enhancing girls' learning performance in RE. To this end, we conducted a comparison experiment in two classes from the fifth grade in a Chinese primary school. Results indicated that: (a) PL outperforms IL in enhancing girls' learning engagement; (b) PL and IL have the same effect on the girls' learning attitude and robotics works; (c) Mixed-gender pairing is more beneficial for girls to complete robotics works than single-gender pairing; and (d) Mixed-gender pairing and single-gender pairing have the same effects on girls' learning attitudes and engagement. The key findings, possible reasons, and implications for practice are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| URL الوصول: | https://journals.sagepub.com/toc/jeca/61/1 |
| رقم الانضمام: | EJ1365181 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0735-6331 1541-4140 |
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