Assignment/exercise
EXPLORING THE RELATIONSHIP BETWEEN COOPERATIVE LEARNING AND GENDER IN A BIOLOGY CLASSROOM
2025
DOI:
https://doi.org/10.7273/000007529
Abstract
This study explores the intersection of cooperative learning, prosocial behavior, and effective discussion in an undergraduate biology classroom, with a focus on how gender influences these dynamics. Cooperative learning has been shown to foster prosocial behaviors, such as empathy and collaboration, while promoting deeper understanding through active discussion. Using a mixed-methods approach, this research examines how the group's prosocial behavior and effective discussion can be predicted by the percentage of female students in a cooperative learning environment. The findings highlight that the percentage of women in a group dynamic does not predict the group's prosocial behavior and the level of effective discussion perceived within the group. These insights provide educators with strategies to foster both prosocial behavior and effective discussion, ultimately creating more inclusive and effective learning environments. By promoting positive peer interactions and thoughtful discourse, this study contributes to the development of equitable cooperative learning practices in STEM education.
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Details
- Title
- EXPLORING THE RELATIONSHIP BETWEEN COOPERATIVE LEARNING AND GENDER IN A BIOLOGY CLASSROOM
- Creators
- Omowumi Omotoyosi Frieyo (Author)Yetunde Adaramola (Contributor)
- Academic Unit
- Washington State University
- Identifiers
- 99901240427701842
- Language
- English
- Resource Type
- Assignment/exercise