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The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons

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Title: The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons
Language: English
Authors: Isaak, Ricarda Corinna (ORCID 0000-0003-3994-7173), Kleinert, Svea Isabel (ORCID 0000-0003-3396-3586), Wilde, Matthias (ORCID 0000-0002-1630-3263)
Source: European Journal of Educational Research. 2022 11(1):587-597.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Grade 8
Grade 9
High Schools
Grade 10
Descriptors: Gender Differences, Biology, Science Instruction, Student Interests, Learning Strategies, Grade 7, Grade 8, Grade 9, Grade 10, Secondary School Students, Age Differences, Foreign Countries
Geographic Terms: Germany
ISSN: 2165-8714
Abstract: For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategies are key in supporting learners' academic success. In biology, the factors gender and interest hold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In the present study, we examined the influence of gender and interest as well as its interdependences on the students' use of learning strategies for biology learning. A total of 180 seventh through tenth grade students (M[subscript age]=14.47; SD=1.35; 60% female) from four general-track secondary schools located in Germany participated in this study. Data on the students' level of interest and the use of learning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students' age as the covariate to analyse our data. Results revealed a significant effect of gender on the students' use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1329212
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons
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  Data: <searchLink fieldCode="AR" term="%22Isaak%2C+Ricarda+Corinna%22">Isaak, Ricarda Corinna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3994-7173">0000-0003-3994-7173</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kleinert%2C+Svea+Isabel%22">Kleinert, Svea Isabel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3396-3586">0000-0003-3396-3586</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wilde%2C+Matthias%22">Wilde, Matthias</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1630-3263">0000-0002-1630-3263</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Educational+Research%22"><i>European Journal of Educational Research</i></searchLink>. 2022 11(1):587-597.
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  Data: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
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  Data: For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategies are key in supporting learners' academic success. In biology, the factors gender and interest hold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In the present study, we examined the influence of gender and interest as well as its interdependences on the students' use of learning strategies for biology learning. A total of 180 seventh through tenth grade students (M[subscript age]=14.47; SD=1.35; 60% female) from four general-track secondary schools located in Germany participated in this study. Data on the students' level of interest and the use of learning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students' age as the covariate to analyse our data. Results revealed a significant effect of gender on the students' use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.
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  Data: 2022
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  Data: EJ1329212
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 587
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Germany
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      – TitleFull: The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons
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