Gender Differences in Teaching and Classroom Participation Methods: A Pilot Study

By : Laurie Murphy, Nina B. Eduljee, Suzanne Parkman, Karen Croteau

Page No: 307-319

Abstract
This pilot study examined the relationship between gender, preferred teaching methods, and classroom participation activities for 73 undergraduate college students. Significant gender differences were obtained for four clusters of the preferred teaching methods (films, classroom discussion, experiential activities, and student presentations) with males indicating greater level of agreement than females. For males, the top classroom participation activity in the classroom included “actively participating in organized classroom group activities.” For females, the top activity included “volunteering to answer professor’s questions.” No significant gender differences were obtained between level of agreement and classroom participation activities.

Authors :
Laurie Murphy : Assistant Professor — Department of Business, Saint Joseph’s College, 278 Whites Bridge Road, Standish, ME 04084, USA
Nina B. Eduljee : Professor — Department of Psychology, Saint Joseph’s College, 278 Whites Bridge Road, Standish, ME 04084, USA
Suzanne Parkman : Assistant Professor — Department of Nursing, Saint Joseph’s College, 278 Whites Bridge Road, Standish, ME 04084, USA
Karen Croteau : Professor — Department of Sport & Exercise Science, Saint Joseph’s College, 278 Whites Bridge Road, Standish, ME 04084, USA
 

DOI: https://doi.org/10.32381/JPR.2018.13.02.5