Gender differences in prior disassembly experience and perceived competence did not affect DAA learning or transfer outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Men reported significantly more prior disassembling experience and higher perceived competence on the DAA activity than women. → Dalrymple 2013 q3 i? None of the demographic, background, and motivation measures accounted for significant variability in DAA First students' posttest 1 responses. → Dalrymple 2013 (2)

Evidence¶

Dalrymple 2013¶

Dalrymple, O., Sears, D. A., & Evangelou, D. (2013). The Relative Pedagogical Value of Disassemble/Analyze/Assemble (DAA) Activities. Advances in Engineering Education. https://eric.ed.gov/?id=EJ1076105

q3 · i? · causal · r2

Secondary analyses on seven-point scales: men's prior disassembly experience 4.49 ± 1.68 versus women's 2.78 ± 1.63; perceived competence on the DAA activity also differed significantly, t(92) = 2.93, p = 0.004. Prior experience and perceived competence were correlated, r(325) = 0.362, r2 = .131, p < .001.

"the average prior experience reported by men was 4.49 ± 1.68 (M ± SD), and for women it was 2.78 ± 1.63. The results of the t-test indicate that this difference is significant, t (323) = 7.46, p < .001"

Dalrymple 2013 (2)¶

Dalrymple, O., Sears, D. A., & Evangelou, D. (2013). The Relative Pedagogical Value of Disassemble/Analyze/Assemble (DAA) Activities. Advances in Engineering Education. https://eric.ed.gov/?id=EJ1076105

q3 · i? · causal · r2

Secondary analyses testing whether gender, prior disassembling experience, and motivation mediated transfer from the DAA task found no significant relationships with posttest 1 responses; no effect sizes printed for these null findings.

"Beyond the aforementioned, no other relationships were found among the variables (gender, prior disassembling experience and motivation) examined, and none of them accounted for any significant variability in posttest 1 responses for students in the DAA First sequence"

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Gender, prior digital experience, training and related factors influence digital competence — related
• Gender differences in global performance judgments follow domain stereotypes: men higher in mathematics, women higher in reading, with no gender differences in bias — related
• A DAA activity is rated significantly more motivating than a lecture on perceived sense of learning, enjoyment, and helpfulness — related