A non-traditional teaching method used to engage students is group competitive exercises, which combine cooperative learning with a competitive environment. Previous research studies on gender differences in college classroom learning indicated that decreasing competitiveness narrows the gender gap in science achievement. However, survey results of college-level organic chemistry and biochemistry students who have participated in group-competitive exercises indicated no instance in which female responses were significantly more negative towards these competitions than male responses. Furthermore, female responses were more positive for questions pertaining to subject interest, competition interest, and competition usefulness for exam preparation. Survey results suggested that instructors can employ group competitive exercises without gender issues noted previously in competitive environments.
|Keywords:||Instruction Techniques, Group Learning, Competitive Exercises, Gender Differences|
Associate Professor, Department of Chemistry, Penn State Abington College, Abington, Pennsylvania, USA
Student, Department of Chemistry, Penn State Abington College, Abington, Pennsylvania, USA
Assistant Adjunct Professor, Department of Finance, Drexel University, Philadelphia, Pennsylvania, USA