Assessing the Impact of Diverse Active Learning Strategies in Gender-Segregated STEM Classrooms

Active learning techniques have been widely recognized and effectively implemented in educational settings, enhancing student engagement and learning outcomes. This study investigates the results of implementing diverse active learning methods in STEM gender-segregated classes, comparing the responses of male and female students. The research covers a range of undergraduate courses in Chemical Engineering, including levels 3, 4, and 5, with level 3 courses representing the first-year specialization subjects. To provide context, we also compare these results with those from mixed-gender online courses covering the same subject matter. The active learning techniques used in this study are in-class group discussions, role-playing, think-pair share, peer teaching, gamification and think-alouds. We also examine the outcomes of group projects between different genders, looking at students' ability to form groups, the types of groups involved, and the resulting project outcomes. To assess the effectiveness of these techniques, we collect both quantitative and qualitative data after implementation on both single-gender classrooms. The responses evaluation and interpretation were performed based on test and quiz scores, retention rates, time spent on task, project outcomes, engagement metrics and attendance records. The primary outcome of this study is to provide a comprehensive understanding of how different genders respond to various active learning techniques implemented in Chemical Engineering course subjects. By examining the nuanced dynamics of male and female students' engagement and learning outcomes within these pedagogical approaches, our research contributes to the broader conversation on effective teaching methods and the promotion of equitable learning experiences.