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Impact of scaffolding and question structure on the gender gap

Dawkins, Hillary; Hedgeland, Holly and Jordan, Sally (2017). Impact of scaffolding and question structure on the gender gap. Physical Review Physics Education Research, 13(2), article no. 020117.

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We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that scaffolding may preferentially benefit female students, and we present some alternative conclusions surrounding this hypothesis. By taking both student attainment level and the degree of question scaffolding into account, we identify questions that exhibit real bias in favor of male students. We find that both multidimensional context and use of diagrams are common elements of such questions.

Item Type: Journal Item
Copyright Holders: 2017 The Authors
ISSN: 2469-9896
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SeteSTEeM
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM)
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Physical Sciences
Research Group: eSTEeM
Item ID: 51060
Depositing User: Holly Hedgeland
Date Deposited: 21 Sep 2017 09:19
Last Modified: 22 Feb 2020 22:32
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