Results
The results of experiment 1 (using the animation module) indicated that
there were gender differences in the animation pretest scores and posttest
scores. Although the female pairs had lower pretest scores (M = 44,
SD = 18) than the males (M = 51, SD = 19), after completing the unit
of instruction, the females had a much higher posttest score (M = 81,
SD = 16) than the males (M = 67, SD = 18). Thus the gain in the mean
for the girls was 37 points, while the gain in animation knowledge &
skills for the boys was only 16 points. In addition the variance was
reduced on the posttest for the girls; this reduction in the spread
of the scores shows more homogeneity of knowledge in the group of females.
Male and female mean scores
and standard deviations on these tests are represented in Table 1. When
pretest scores (existing differences among the individuals) were partially
led out from posttest scores, the girls scored significantly higher
(made significantly more improvement) than the boys did, F (2,61) =
13.07, p < .0001.
Table 1
| Results
of Animation Pretest and Posttest |
|
| |
Gender |
n |
M |
SD |
|
| Pretest |
Females |
32 |
43.75 |
18.27 |
| |
Males |
32 |
50.94 |
18.90 |
| Posttest |
Females |
32 |
80.94 |
15.94 |
| |
Males |
32 |
66.56 |
18.42 |
When pretest scores were partially led out from posttest scores, girls
scored significantly higher, F (2,61) = 13.07, p < .0001. See Table
2.
Table 2
| Analysis
of Covariance |
|
| |
df |
F |
p< |
|
| Animation |
2 |
13.072 |
.0001 |
| Television |
2 |
9.902 |
.0001 |
Experiment 2
Methods and Procedures
The participants were the same as in Experiment 1. The measurement instrument
was provided by the same source sited in the Experiment 1. The researcher
followed the same procedures outlined in Experiment 1. Experiment 2
replicated Experiment 1 with a different content module.
At the beginning of winter semester, same sex students were paired in
4 Explorations of Technology classes. Students were given a pretest
on television broadcasting and assigned to work in the television production
module area. Over a period of 9 school days, students spent 40 minutes
a day working on the student directed activities found in the television
broadcasting lab manual assembled by Learning Labs, Inc.
Students in television broadcasting learned the basic principles of
television broadcast production. Students learned how to write, produce,
and record a news broadcast. Hands-on activities provided students with
the opportunity to learn how to operate a camcorder, research news stories
and develop a script. Students worked in pairs to complete the activities
and were instructed to solve problems within their group. All classes
had the same assignments. Academic objectives were the same for each
class. All tests measuring achievement were identical.
Data analyses used the same procedures as outlined in experiment 1.
At the completion of this study, results of the pretest and posttest
were compared using Analysis of Covariance with repeated measures and
gender as the factor. The repeated measure was the pretest and posttest.
The probability level was set at = .05 for a two-tailed test.
Results
The results in this study indicated again that there were gender differences
in the television broadcasting pretest scores (female group mean was
45 and male group mean was 40) and posttest scores (female group mean
was 75 and male group mean was 78). However, using the broadcasting
module of study, the boys improved more than the girls.
Male and female mean scores
and standard deviations on these tests are represented in Table 3. When
pretest scores were partially led out from posttest scores, boys scored
significantly higher, F (2,61) = 9.902, p < .0001. See Table 3.
Table 3
| Results
of Television Broadcasting Pretest and Posttest |
|
| |
Gender |
n |
M |
SD |
|
| Pretest |
Females |
32 |
45.31 |
19.51 |
| |
Males |
32 |
40.31 |
23.48 |
| Posttest |
Females |
32 |
74.69 |
18.49 |
| |
Males |
32 |
78.44 |
17.80 |
