Ajeigbe, O. J., & Dutta, P., & Thiessen, D. B., & Gartner, J., & Kaiphanliam, K., & Adesope, O., & Van Wie, B. J. (2023, June), Gender-Related Effects on Learning with Hands-On Modules in Engineering Classrooms  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43780

\bibitem{asee_peer_43780}
  Ajeigbe, O. J., \& Dutta, P., \& Thiessen, D. B., \& Gartner, J., \& Kaiphanliam, K., \& Adesope, O., \& Van Wie, B. J. (2023, June), \emph{Gender-Related Effects on Learning with Hands-On Modules in Engineering Classrooms}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43780

Oluwafemi Johnson Ajeigbe, Prashanta Dutta, David B. Thiessen, Jacqueline Gartner Ph.D., Kitana Kaiphanliam, Olusola Adesope, and Bernard J. Van Wie.  "Gender-Related Effects on Learning with Hands-On Modules in Engineering Classrooms".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://strategy.asee.org/43780 Internet.  08 Jun, 2024

\bibitem{asee_peer_43780}
  Oluwafemi Johnson Ajeigbe, Prashanta Dutta, David B. Thiessen, Jacqueline Gartner Ph.D., Kitana Kaiphanliam, Olusola Adesope, and Bernard J. Van Wie.
  "Gender-Related Effects on Learning with Hands-On Modules in Engineering Classrooms".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://strategy.asee.org/43780 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_43780
author = "Oluwafemi Johnson Ajeigbe, Prashanta Dutta, David B. Thiessen, Jacqueline Gartner Ph.D., Kitana Kaiphanliam, Olusola Adesope, and Bernard J. Van Wie"
title = "Gender-Related Effects on Learning with Hands-On Modules in Engineering Classrooms"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/43780}
number = {10.18260/1-2--43780}
}

TY  - CPAPER
AB  - Numerous studies have endorsed hands-on learning as an effective way to transform science, technology, engineering, and mathematics (STEM) education. More specifically, advocates of hands-on learning in STEM suggest that such active learning strategies have been found to increase students' engagement and learning. Indeed, numerous studies have been conducted on the effects of low-cost desktop learning modules (LC-DLMs) on students' learning experiences in engineering classrooms as part of a broad program of research to promote hands-on learning. We have reported on the effects of LC-DLMs on students' motivation and learning strategies skills in past publications. However, little is known about how different students learn with LC-DLMs. Such studies are needed to further establish the robustness of LC-DLMs for improving different students’ learning and motivation to learn. The present study begins to fill this gap by examining if LC-DLMs offer differential benefits or effects based on the gender of participants who used these LC-DLMs. If the LC-DLMs provide equal or similar benefits to males and females, this may suggest its robustness across gender and help contribute to existing literature on gender inequality in STEM suggesting that the engineering field has witnessed dramatic gender gaps in retention and workforce development between males and females. This underrepresentation of females in science-dominated fields is a continual concern for social scientists and policymakers. This study aims to examine gender differences in overt attention focusing on students' affective and motivational engagements to examine gender gaps in learning outcomes that might eventually channel students into lifelong gendered career paths. A total of 60 survey responses from students enrolled in Fluid Mechanics and Heat Transfer (FM and HT), a junior-level chemical engineering course at research universities in the United States of America, were used in this study. More specifically, the study used these survey responses to assess differences in learning and engagement between male and female participants. Results show no significant differences between the gender groups, which suggests that using LC-DLMs is beneficial for females as they are for males. The paper concludes with implications and recommendations for hands-on researchers to develop hands-on interventions.
AU  - Oluwafemi Johnson Ajeigbe
AU  - Prashanta Dutta
AU  - David B. Thiessen
AU  - Jacqueline Gartner Ph.D.
AU  - Kitana Kaiphanliam
AU  - Olusola Adesope
AU  - Bernard J. Van Wie
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Gender-Related Effects on Learning with Hands-On Modules in Engineering Classrooms
UR  - https://strategy.asee.org/43780
DO  - 10.18260/1-2--43780
ER  -