PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Gender-based Analysis of Learning Outcomes in Inquiry-Oriented Linear Algebra
Page: 1698
In order to better understand gender-based differences in learning experiences and outcomes in inquiry-oriented instructional settings, we analyze data from a common end-of-term assessment administered across 7 sections of linear algebra. This analysis focuses on data from 58 students, 22 of whom identified as female and 36 of whom identified as male. Distribution of the 58 students’ scores was negatively skewed, similar to that of broader sample of 153 assessment scores (many of which did not have gender information available as that was collected separately from the assessment). A two-tailed t-test with independent samples was administered, revealing that the difference between the scores of the two groups is not statistically significant.