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Matched Vs. Mismatched Gender and Course Subject Effects on Learning

出版	Butler University, 2018
URL	http://books.google.com.hk/books?id=dO12zgEACAAJ&hl=&source=gbs_api

註釋"Gender effects in classroom settings have been extensively examined. However, few experiments exist regarding the causes of these differences. The present study aims to experimentally investigate how professor and student gender and course subject can influence students' learning. This study aimed to investigate whether matching a student with a professor of the same gender might have influenced that student's understanding and retention of differing information. Further, if the to-be-remembered (TBR) information fit with gender roles, would the matching gender instructor/student effect be exaggerated or diminished by the type of information taught? Participants answered questions after watching an online lecture video. The videos focused either on science or art and were instructed by either a male or female professor. Free-recall data showed a significant lecture type by instructor gender by participant gender interaction suggesting that being taught by a male professor hinders males' ability to learn art material and females ability to learn science material whereas female and male participants learned equally across courses when being taught by a female instructor"--Leaf 2.