Reducing the gender gap in the physics classroom: How sufficient is interactive engagement?

Previous research [Lorenzo et al., Am. J. Phys. 74, 118 (2006)] demonstrated that the difference in performance between male and female students can be reduced and even eliminated, in consistent fashion, by using interactive engagement techniques in the introductory physics classroom. The present paper describes similar studies in a different, large research university and finds that the use of interactive engagement techniques does not necessarily reduce the gender gap. Furthermore, in the environments studied, there is a gap in learning gains between male and female students $(p<0.01)$ whether partially or fully interactive classroom techniques are used. Our findings suggest that engaging students in interactive educational environments is not sufficient to reduce the gender gap, and we find instances where despite significant learning gains by all students, the gender gap is increased. There is indication that there are both student and instructor effects that impact the gender gap, which are the subjects of ongoing studies.

Figure 1

Gender gap. Effect of instructional approach on gender gap in student performance on FMCE for CU students averaged across three semesters for IE1 (partially interactive) and three semesters IE2 (fully interactive). Error bars represent standard errors of the mean. There is no statistically significant shift in gap of performance by gender for either IE1 or IE2.

Figure 2

FMCE normalized learning gain averaged over all matched students in IE1 and IE2 courses. Effect of instructional approach on normalized pre- to post-test gain $⟨g⟩$ on the FMCE for CU students. Error bars represent standard errors of the mean. There is a statistically significant difference $(p<0.01)$ in the normalized learning gains of male and female students for both IE1 and IE2 cases.