logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
biology lessons gender interest in biology learning strategies

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

Ricarda Corinna Isaak , Svea Isabel Kleinert , Matthias Wilde

For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategi.

F

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 (Mage=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.

Keywords: Biology lessons, gender, interest in biology, learning strategies.

cloud_download PDF
Cite
Article Metrics
Views
865
Download
603
Citations
Crossref
2

Scopus
0

References

Aldridge, J. M., & Rowntree, K. (2021). Investigating relationships between learning environment perceptions, motivation and self-regulation for female science students in Abu Dhabi, United Arab Emirates. Research in Science Education. Advance online publication. https://doi.org/10.1007/s11165-021-09998-2

Artelt, C., Baumert, J., Julius-McElvany, N., & Peschar, J. (2003). Learners for life: Student approaches to learning: Results from PISA 2000. OECD. https://bit.ly/3Ggee8l  

Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification: Gender and ethnic differences among college students. Journal of Advanced Academics, 18(4), 586-616. https://doi.org/10.4219/jaa-2007-553

Brod, G. (2020). Generative learning: Which strategies for what age? Educational Psychology Review. Advance online publication. https://doi.org/10.1007/s10648-020-09571-9

Cornford, I. R. (2002). Learning-to-learn strategies as a basis for effective lifelong learning. International Journal of Lifelong Education, 21(4), 357-368. https://doi.org/10.1080/02601370210141020

den Elzen-Rump, V., Leutner, D., & Wirth, J. (2008). Lernstrategien im Unterrichtsalltag [Learning strategies in everyday teaching]. In S. Kliemann (Ed.), Schülergerechtes Arbeiten in der Sekundarstufe I: Diagnostizieren und Fördern [Student-centered work in secondary level I: Diagnosis and support] (pp. 101-113). Cornelsen-Scriptor.

Desch, I., Basten, M., Großmann, N., & Wilde, M. (2017). Geschlechterdifferenzen in der wahrgenommenen Erfüllung der Prozessmerkmale gemäßigt konstruktivistischer Lernumgebungen – Die Effekte von Autonomieförderung durch Schülerwahl [Gender differences in the perception of moderate constructivist learning environments – The effects of autonomy support by means of students’ choice]. Journal for Educational Research Online, 9(2), 156-182. https://bit.ly/3Gf7Nm8  

Dresel, M., Stöger, H., & Ziegler, A. (2004). Lernstrategiegebrauch in Abhängigkeit von Bildungsgängen und Jahrgangsstufen in der Sekundarstufe [The dependence of learning strategy use on academic program and grade levels at the secondary level] (Ulmer Forschungsberichte aus der Pädagogischen Psychologie, 11). Universität, Abt. Pädagogische Psychologie.

Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198-208. https://doi.org/10.1037/0022-0663.98.1.198

Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.

Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28, 717-741. https://doi.org/10.1007/s10648-015-9348-9

Frey, A., Taskinen, P., Schütte, K., Prenzel, M., Artelt, C., Baumert, J., Blum, W., Hammann, M., Klieme, E., & Pekrun, R. (2009). PISA 2006 Skalenhandbuch. Dokumentation der Erhebungsinstrumente [PISA 2006 scale manual. Documentation of the survey instruments]. Waxmann.

Großmann, N., & Wilde, M. (2020). Promoting interest by supporting learner autonomy: The effects of teaching behaviour in biology lessons. Research in Science Education, 50, 1763-1788. https://doi.org/10.1007/s11165-018-9752-5

Hammann, M. (2019). Organisationsebenen biologischer Systeme unterscheiden und vernetzen: Empirische Befunde und Empfehlungen für die Praxis [Distinguishing and networking organisational levels of biological systems: Empirical findings and recommendations for practice]. In J. Groß, M. Hammann, P. Schmiemann & J. Zabel (Eds.), Biologiedidaktische Forschung: Erträge für die Praxis [Biology-didactic research: Income for practice] (pp. 77-91). Springer. https://doi.org/10.1007/978-3-662-58443-9_5

Hannover, B., & Kessels, U. (2008). Geschlechtsunterschiede beim Lernen [Gender differences in learning]. In W. Schneider & M. Hasselhorn (Eds.), Handbuch der Pädagogischen Psychologie (Reihe Handbuch der Psychologie) [Handbook of pedagogical psychology] (pp. 116-125). Hogrefe.

Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2021). Motivation and learning strategies: Student motivation affects student learning strategies. European Journal of Educational Research, 10(1), 39-49. https://doi.org/10.12973/eu-jer.10.1.39

Hidi, S. E., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179. https://doi.org/10.3102/00346543070002151

Isaak, R., Hüfner, C., Basten, M., & Wilde, M. (2020). Der Einfluss von Elaborationsstrategien auf die Lernleistung im Biologieunterricht unter Berücksichtigung unterschiedlicher kognitiver Anforderungsbereiche [The influence of elaboration strategies on learning performance in biology lessons regarding different cognitive achievement levels]. Psychology in Education and Teaching/ Psychologie in Erziehung und Unterricht, 67(2), 124-137. https://bit.ly/31yLdWH

Jördens, J., Asshoff, R., Kullmann, H., & Hammann, M. (2016). Providing vertical coherence in explanations and promoting reasoning across levels of biological organization when teaching evolution. International Journal of Science Education, 38(6), 960-992. https://doi.org/10.1080/09500693.2016.1174790

Kattmann, U. (2016). Auswahl und Verknüpfung der Lerninhalte [Selection and linking of learning content]. In H. Gropengießer, U. Harms & U. Kattmann (Eds.), Fachdidaktik Biologie [Biology Didactics] (pp. 29-38). Aulis Verlag.

Kessels, U., Heyder, A., Latsch, M., & Hannover, B. (2014). How gender differences in academic engagement relate to students’ gender identity. Educational Research, 56(2), 220-229. https://doi.org/10.1080/00131881.2014.898916

Krapp, A. (1992). Interesse, Lernen und Leistung. Neue Forschungsansätze in der Pädagogischen Psychologie [Interest, learning, and achievement. New empirical approaches in pedagogical psychology]. Journal of Pedagogy/ Zeitschrift für Pädagogik, 38(5), 747-770. https://bit.ly/3mEyoBA

Krapp, A. (1999). Intrinsische Lernmotivation und Interesse. Forschungsansätze und konzeptuelle Überlegungen [Intrinsic motivation for learning and interest. Empirical approaches and conceptual considerations]. Journal of Pedagogy/ Zeitschrift für Pädagogik, 45(3), 387-406. https://bit.ly/31CCDG4

Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27-50. https://doi.org/10.1080/09500693.2010.518645

Kurman, J. (2004). Gender, self-enhancement, and self-regulation of learning behaviors in junior high school. Sex Roles, 50, 725-735. https://doi.org/10.1023/B:SERS.0000027573.36376.69

Lauermann, F., Meißner, A., & Steinmayr, R. (2019). Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology, 112(2), 364-383. http://doi.org/10.1037/edu0000377

Lehmann, M., & Hasselhorn, M. (2010). The dynamics of free recall and their relation to rehearsal between 8 and 10 years of age. Child Development, 81(3), 1006-1020. https://doi.org/10.1111/j.1467-8624.2010.01448.x

Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689-704. https://doi.org/10.1037/a0014240

McWhaw, K., & Abrami, P. C. (2001). Student goal orientation and interest: Effects on students’ use of self-regulated learning strategies. Contemporary Educational Psychology, 26(3), 311-329. https://doi.org/10.1006/ceps.2000.1054

Ministry for Schools and Education of the State of North Rhine-Westphalia (Ed.). (2019). Kernlehrplan für die Sekundarstufe I Gymnasium in Nordrhein-Westfalen. Biologie [Core curriculum for the secondary school in North Rhine-Westphalia. Biology]. Ritterbach Verlag.

Moschner, B. (2010). Pädagogische Psychologie. Pädagogische Psychologie und Geschlechterforschung [Educational psychology. Educational psychology and gender studies]. In G. Steins (Ed.), Handbuch Psychologie und Geschlechterforschung [Handbook of psychology and gender studies] (pp. 175-188). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92180-8_10

Organisation for Economic Cooperation and Development. (2007). PISA 2006. Science competencies for tomorrow’s world (volume 1: Analysis). National Bank of Belgium Museum. https://bit.ly/3Fwwydt  

Organisation for Economic Cooperation and Development. (2016). PISA 2015. (volume I): Excellence and equity in education. OECD Publishing. https://bit.ly/318IFPa

Parker, J. M., Anderson, C. W., Heidemann, M., Merrill, J., Merritt, B., Richmond, G., & Urban-Lurain, M. (2012). Exploring undergraduates’ understanding of photosynthesis using diagnostic question clusters. CBE-Life Sciences Education, 11(1), 47-57. https://doi.org/10.1187/cbe.11-07-0054

Patrick, H., Ryan, A. M., & Pintrich, P. R. (2000). The differential impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning and Individual Differences, 11(2), 153-171. https://doi.org/10.1016/S1041-6080(00)80003-5

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4

Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41-50. https://doi.org/10.1037/0022-0663.82.1.41

Pribadi, B. A., & Susilana, R. (2021). The use of mind mapping approach to facilitate students’ distance learning in writing modular based on printed learning materials. European Journal of Educational Research, 10(2), 907-917. https://doi.org/10.12973/eu-jer.10.2.907

Quaiser-Pohl, C. (2012). Mädchen und Frauen in MINT: Ein Überblick [Girls and women in STEM: An overview]. In M. Heilemann, H. Stöger & A. Ziegler (Eds.), Mädchen und Frauen in MINT – Bedingungen von Geschlechtsunterschieden und Interventionsmöglichkeiten [Girls and women in STEM - Conditions of gender differences and intervention options] (pp. 13-40). LIT.

Renninger, K. A., & Hidi, S. E. (2016). The power of interest for motivation and engagement. Routledge. https://doi.org/10.4324/9781315771045

Roelle, J., Nowitzki, C., & Berthold, K. (2017). Do cognitive and metacognitive processes set the stage for each other? Learning and Instruction, 50, 54-64. https://doi.org/10.1016/j.learninstruc.2016.11.009

Rogiers, A., Merchie, E., & Van Keer, H. (2020). What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies. European Journal of Psychology of Education, 35, 315-332. https://doi.org/10.1007/s10212-019-00429-5

Rozendaal, J. S., Minnaert, A., & Boekaerts, M. (2003). Motivation and self-regulated learning in secondary vocational education: Information-processing type and gender differences. Learning and Individual Differences, 13(4), 273-289. https://doi.org/10.1016/S1041-6080(03)00016-5

Ruffing, S., Wach, F.-S., Spinath, F. M., Brünken, R., & Karbach, J. (2015). Learning strategies and general cognitive ability as predictors of gender-specific academic achievement. Frontiers in Psychology, 6, 1238. https://doi.org/10.3389/fpsyg.2015.01238

Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3-4), 299-323. https://doi.org/10.1080/00461520.1991.9653136

Schiepe-Tiska, A., Rönnebeck, S., Schöps, K., Neumann, K., Schmidtner, S., Parchmann, I., & Prenzel, M. (2016). Naturwissenschaftliche Kompetenz in PISA 2015 - Ergebnisse des internationalen Vergleichs mit einem modifizierten Testansatz [Scientific competence in PISA 2015 - Results of international comparison with a modified test approach]. In K. Reiss, C. Sälzer, A. Schiepe-Tiska, E. Klieme & O. Köller (Eds.), PISA 2015. Eine Studie zwischen Kontinuität und Innovation [PISA 2015. A study between continuity and innovation] (pp. 45-98). Waxmann.

Schroeders, U., Penk, C., Jansen, M., & Pant, H. A. (2013). Geschlechtsbezogene Disparitäten [Gender-related disparities]. In H. A. Pant, P. Stanat, U. Schroeders, A. Roppelt, T. Siegle & C. Pöhlmann (Eds.), IQB-Ländervergleich 2012: Mathematische und naturwissenschaftliche Kompetenzen am Ende der Sekundarstufe I [IQB country comparison 2012: Mathematical and scientific competencies at the end of lower secondary level] (pp. 249-274). Waxmann.

Schweder, S., & Raufelder, D. (2021). Interest, flow and learning strategies how the learning context affects the moderating function of flow. The Journal of Educational Research, 114(2), 196-209. https://doi.org/10.1080/00220671.2021.1887066

Secretariat of the Standing Conference of Education Ministers of the Länder in the Federal Republic of Germany. (2005). Bildungsstandards im Fach Biologie für den Mittleren Schulabschluss. Beschluss vom 16.12.2004 [Educational standards in biology for the secondary school leaving certificate. Decision of December 16, 2004]. Luchterhand.

Shen, K. M., Li, T. L., & Lee, M. H. (2018). Learning biology as ‘Increase ones’ knowledge and understanding’: Studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education, 40(17), 2137-2157. https://doi.org/10.1080/09500693.2018.1522013 

Soric, I., & Palekcic, M. (2009). The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions. European Journal of Psychology of Education, 24(4), 545-565. https://doi.org/10.1007/BF03178767

Souvignier, E., & Gold, A. (2004). Lernstrategien und Lernerfolg bei einfachen und komplexen Leistungsanforderungen [Learning strategies and learning achievement in simple and complex approaches of learning]. Psychology in Education and Teaching/ Psychologie in Erziehung und Unterricht51, 309-318. https://bit.ly/32EuFwO

Stokhof, H., de Vries, B., Bastiaens, T., & Martens, R. (2020). Using mind maps to make student questioning effective: Learning outcomes of a principle-based scenario for teacher guidance. Research in Science Education, 50, 203-225. https://doi.org/10.1007/s11165-017-9686-3

Tulis, M., & Fulmer, S. M. (2013). Students’ motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading. Learning and Individual Differences, 27, 35-46. https://doi.org/10.1016/j.lindif.2013.06.003

Wagner, P., Schober, B., & Spiel, C. (2008). Time students spend working at home for school. Learning and Instruction, 18(4), 309-320. https://doi.org/10.1016/j.learninstruc.2007.03.002

Waldeyer, J., Fleischer, J., Wirth, J., & Leutner, D. (2019). Validating the resource-management inventory (ReMI): Testing measurement invariance and predicting academic achievement in a sample of first-year university students. European Journal of Psychological Assessment, 1(1), 1-10. https://doi.org/10.1027/1015-5759/a000557

Walkington, C. A., & Bernacki, M. L. (2014). Motivating students by “personalizing” learning around individual interests: A consideration of theory, design, and implementation issues. Advances in Motivation and Achievement, 18, 139-176. https://doi.org/10.1108/S0749-742320140000018004 

Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). Macmillan. 

Ziegler, A., & Dresel, M. (2006). Lernstrategien: Die Genderproblematik [Learning strategies: The gender problem]. In H. Mandl & H. F. Friedrich (Eds.), Handbuch Lernstrategien [Handbook of learning strategies] (pp. 378-389). Hogrefe.

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59. https://doi.org/10.1037/0022-0663.82.1.51

 

...