Date of Thesis
Spring 2012
Description
The purpose of this paper is to examine ways in which pedagogy and gender of instructor impact the development of self-regulated learning strategies as assessed by the Motivated Strategies for Learning Questionnaire (MSLQ) in male and female undergraduate engineering students. Pedagogy was operationalized as two general formats: lecture plus active learning techniques or problem-base/project-based learning. One hundred seventy-six students from four universities participated in the study. Within-group analyses found significant differences with regard to pedagogy, instructors’ gender, and student gender on the learning strategies and motivation subscales as operationalized by the MSLQ. Male and females students reported significant post-test differences with regard to the gender of instructor and the style of pedagogy. The results of this study showed a pattern where more positive responses for students of both genders were found with the same-gendered instructor. The results also suggested that male students responded more positively to project and problem-based courses with changes evidenced in motivation strategies and resource management. Female students showed decreases in resource management in these two types of courses. Further, female students reported increases in the lecture with active learning courses.
Keywords
Self-Regulated Learning, Motivation, Engineering, Gender Studies
Access Type
Masters Thesis
Degree Type
Master of Science in Education
Major
Education - college student personnel
First Advisor
Candice Stefanou
Recommended Citation
Walter, Jennifer, "The Impact of Gender and Pedagogy on the Development of Self-Regulated Learning Strategies in Undergraduate Engineering Classrooms" (2012). Master’s Theses. 70.
https://digitalcommons.bucknell.edu/masters_theses/70
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons