Giving students hints: an investigation of improving students’ problem-solving skills in high school science learning

Ning Ding, Yarong Xu

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This study investigates the different effects of individual learning methods upon female and male students: learning with and without hints. It aims at exploring a way to narrow the gender gap in high physics education. Students were randomly assigned to the experimental and control group to solve the same problems. Quantitative and qualitative methodologies were used for this investigation. The questions were administered to 48 students (females=24, males=24) in Grade 11 in a high-school in Shanghai. We found that girls benefited more than males from individual learning with hints. Based on the results, some suggestions are presented.
Original languageEnglish
JournalAsia-Pacific forum on science learning
Volume6
Issue number2
Publication statusPublished - 2005

Keywords

  • learning process

Cite this

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abstract = "This study investigates the different effects of individual learning methods upon female and male students: learning with and without hints. It aims at exploring a way to narrow the gender gap in high physics education. Students were randomly assigned to the experimental and control group to solve the same problems. Quantitative and qualitative methodologies were used for this investigation. The questions were administered to 48 students (females=24, males=24) in Grade 11 in a high-school in Shanghai. We found that girls benefited more than males from individual learning with hints. Based on the results, some suggestions are presented.",
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Giving students hints : an investigation of improving students’ problem-solving skills in high school science learning. / Ding, Ning; Xu, Yarong.

In: Asia-Pacific forum on science learning, Vol. 6, No. 2, 2005.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - This study investigates the different effects of individual learning methods upon female and male students: learning with and without hints. It aims at exploring a way to narrow the gender gap in high physics education. Students were randomly assigned to the experimental and control group to solve the same problems. Quantitative and qualitative methodologies were used for this investigation. The questions were administered to 48 students (females=24, males=24) in Grade 11 in a high-school in Shanghai. We found that girls benefited more than males from individual learning with hints. Based on the results, some suggestions are presented.

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