Jack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement

Rayya G. Younes; Robert M. Capraro; Mary M. Capraro; Roslinda Rosli; Yujin Lee; Katherine Vela; Danielle Bevan

doi:10.30722/IJISME.28.04.004

Authors

Rayya G. Younes Department of Education, University of Balamand, Al Kurah, LEBANON
Robert M. Capraro Aggie STEM, Texas A & M University, College Station, Texas, USA
Mary M. Capraro Aggie STEM, Texas A & M University, College Station, Texas, USA
Roslinda Rosli The National University of Malaysia
Yujin Lee Indiana University at Purdue, Indianapolis, IN, USA
Katherine Vela Aggie STEM, Texas A & M University, College Station, Texas, USA
Danielle Bevan Aggie STEM, Texas A & M University, College Station, Texas, USA

DOI:

https://doi.org/10.30722/IJISME.28.04.004

Abstract

This longitudinal study was designed to examine how science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affected the success of high school women in comparison with high school men in mathematics and science, with English performance as a control. We analysed the four-year performance, course-taking, and retention of high school students (n = 186) in these three subjects in a school where STEM PBL was enacted. Students’ Texas state-mandated high-stakes test scores were collected. A repeated measures MANOVA was used for analysing changes in performance after infusing STEM PBL activities into their classes. The results indicated that there was a statistically significant change in scores for both men and women in mathematics and science; however, the attrition for women was much less than for men. We included implications for how to escalate women's performance and retention in STEM-based areas.