Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths
Education and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that cooperative learning has o...
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doaj-bbbc66c4307748769b36d88e3f51a0f52021-08-06T15:32:17ZengMDPI AGSustainability2071-10502021-07-01138220822010.3390/su13158220Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of MathsJose Antonio Prieto-Saborit0David Méndez-Alonso1Jose Antonio Cecchini2Ana Fernández-Viciana3Jose Ramón Bahamonde-Nava4Facultad Padre Ossó, University of Oviedo, 33008 Oviedo, SpainFacultad Padre Ossó, University of Oviedo, 33008 Oviedo, SpainDepartment of Educational Science, University of Oviedo, 33008 Oviedo, SpainFacultad Padre Ossó, University of Oviedo, 33008 Oviedo, SpainFacultad Padre Ossó, University of Oviedo, 33008 Oviedo, SpainEducation and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that cooperative learning has on academic performance and on the gender gap in the subject of Maths. A total of 14,122 students between the ages of 10 and 19 took part in the study. The hypothesis posed was that gender differences observed in Maths would significantly be reduced in those classrooms in which cooperative learning had a higher degree of implementation. In the results, the analysis of the regression of means and gradients showed that gender predicts Maths results in a positive manner (estimated beta = 0.12, <i>p</i> < 0.01) and interacts with cooperative learning by taking a negative value (−0.26) and with an associated critical value less than 0.05. In other words, the relation between cooperative learning and Math grades is significantly higher in males than in females. However, females achieve better marks, which generates a certain relation of equity. These results prove that cooperative learning can reduce gender differences in the learning of Maths.https://www.mdpi.com/2071-1050/13/15/8220sustainable educationcooperative learninggender equity in mathematics |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Jose Antonio Prieto-Saborit David Méndez-Alonso Jose Antonio Cecchini Ana Fernández-Viciana Jose Ramón Bahamonde-Nava |
spellingShingle |
Jose Antonio Prieto-Saborit David Méndez-Alonso Jose Antonio Cecchini Ana Fernández-Viciana Jose Ramón Bahamonde-Nava Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths Sustainability sustainable education cooperative learning gender equity in mathematics |
author_facet |
Jose Antonio Prieto-Saborit David Méndez-Alonso Jose Antonio Cecchini Ana Fernández-Viciana Jose Ramón Bahamonde-Nava |
author_sort |
Jose Antonio Prieto-Saborit |
title |
Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths |
title_short |
Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths |
title_full |
Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths |
title_fullStr |
Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths |
title_full_unstemmed |
Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths |
title_sort |
cooperative learning for a more sustainable education: gender equity in the learning of maths |
publisher |
MDPI AG |
series |
Sustainability |
issn |
2071-1050 |
publishDate |
2021-07-01 |
description |
Education and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that cooperative learning has on academic performance and on the gender gap in the subject of Maths. A total of 14,122 students between the ages of 10 and 19 took part in the study. The hypothesis posed was that gender differences observed in Maths would significantly be reduced in those classrooms in which cooperative learning had a higher degree of implementation. In the results, the analysis of the regression of means and gradients showed that gender predicts Maths results in a positive manner (estimated beta = 0.12, <i>p</i> < 0.01) and interacts with cooperative learning by taking a negative value (−0.26) and with an associated critical value less than 0.05. In other words, the relation between cooperative learning and Math grades is significantly higher in males than in females. However, females achieve better marks, which generates a certain relation of equity. These results prove that cooperative learning can reduce gender differences in the learning of Maths. |
topic |
sustainable education cooperative learning gender equity in mathematics |
url |
https://www.mdpi.com/2071-1050/13/15/8220 |
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