Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course

Thomas E. Cooper; Brad Bailey; Karen S. Briggs

doi:10.29333/iejme/294

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Thomas E. Cooper, Brad Bailey, Karen S. Briggs

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Abstract

The authors conducted a two-semester quasi-experimental study in which each author taught a traditional lecture-based section of precalculus and a section using an inquiry-based approach called a Modified Moore Method in which the students worked through and presented the course material. A common final exam was used to compare student achievement. The results were compared for the overall population and by each instructor. Gender proved to be an important variable with the females performing significantly better in the Modified Moore Method sections than their counterparts in the traditional sections while there were no significant differences for the males.

Keywords

precalculus
inquiry-based learning
gender differences

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2015, Volume 10, Issue 2, 97-110

https://doi.org/10.29333/iejme/294

Publication date: 02 Aug 2015

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How to cite this article

APA

Cooper, T. E., Bailey, B., & Briggs, K. S. (2015). Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course. International Electronic Journal of Mathematics Education, 10(2), 97-110. https://doi.org/10.29333/iejme/294

Vancouver

Cooper TE, Bailey B, Briggs KS. Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course. INT ELECT J MATH ED. 2015;10(2):97-110. https://doi.org/10.29333/iejme/294

AMA

Cooper TE, Bailey B, Briggs KS. Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course. INT ELECT J MATH ED. 2015;10(2), 97-110. https://doi.org/10.29333/iejme/294

Chicago

Cooper, Thomas E., Brad Bailey, and Karen S. Briggs. "Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course". International Electronic Journal of Mathematics Education 2015 10 no. 2 (2015): 97-110. https://doi.org/10.29333/iejme/294

Harvard

Cooper, T. E., Bailey, B., and Briggs, K. S. (2015). Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course. International Electronic Journal of Mathematics Education, 10(2), pp. 97-110. https://doi.org/10.29333/iejme/294

MLA

Cooper, Thomas E. et al. "Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course". International Electronic Journal of Mathematics Education, vol. 10, no. 2, 2015, pp. 97-110. https://doi.org/10.29333/iejme/294