Gender Differences in Student Performance in First Semester General Chemistry in Fifteen Week and Five Week Semester Formats

Kent A. Chambers^1,

¹Department of Chemistry & Physics, Hardin Simmons University, Abilene, TX, United States of America

Cite this paper

Kent A. Chambers. Gender Differences in Student Performance in First Semester General Chemistry in Fifteen Week and Five Week Semester Formats. World Journal of Chemical Education. 2017; 5(4):132-135. doi: 10.12691/WJCE-5-4-3

Abstract

In this study we investigated both the overall student performance and the DFW rates (the number of students receiving a grade of “D”, “F”, or withdrawing from a class) for both males and females in first semester general chemistry courses over a period of five years. Data was collected from a large southwestern university in the for all of the first semester general chemistry courses offered during this period. The data included 12 fall semester sections, 16 spring semester sections and five summer semester sections with a total sample of 5384 students. The results showed that in the traditional fifteen week semesters the female students significantly outperformed the male students in both overall class averages (ANOVA p<0.001), and DFW rates (ANOVA p<0.001). However during the summer sessions a startling reversal occurred and the male students significantly outperformed the female students in both overall class averages (ANOVA p<0.05) and DFW rate (ANOVA p<0.001).

Keywords

general chemistry, curriculum, learning theories, women in chemistry, chemical education research

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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