The Effect of Gender and Teaching Methods on Academic Success in Virtual Reality to Reduce Gender Disparity in Technology
This study adopted a pre-test post-test quasi-experimental design. The sample size was 162 students from eight universities. The sample was categorized into two groups: Group I (n=79) and Group II (n=83). Electric VLab, provided the environment. A researcher-made achievement test, comprising multip...
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University of Windsor
2025-05-01
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| Series: | Journal of Teaching and Learning |
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| Online Access: | https://jtl.uwindsor.ca/index.php/jtl/article/view/8841 |
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| author | Dr. Nicholas Onele Therisa Chinyere Ogbuanya |
| author_facet | Dr. Nicholas Onele Therisa Chinyere Ogbuanya |
| author_sort | Dr. Nicholas Onele |
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This study adopted a pre-test post-test quasi-experimental design. The sample size was 162 students from eight universities. The sample was categorized into two groups: Group I (n=79) and Group II (n=83). Electric VLab, provided the environment. A researcher-made achievement test, comprising multiple-choice, essay and practical questions was used for assessment and data collection. Two weeks before the treatment, students in both groups were given a pre-test in electronics circuit construction and assembly. Before the treatment, one week was used to train the groups on how to use the Electric VLab. During the treatment, each intact class in Group I was taught using the direct instruction method, and the other classes in Group II were divided into units of five students with a selected peer tutor leading each unit while the teacher coordinated the learning. At the end of treatment, the post-test was administered to both groups. Mean statistics, standard deviation, and analysis of covariance were used to analyze the data. There was no significant difference between the achievement of male students in both groups. Female students in indirect instruction classes achieved significantly higher than their counterparts in direct instruction classes. There were significant effects of interaction between teaching methods and gender.
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| format | Article |
| id | doaj-art-7aadbcfd259840b9bbb9ea0fbf7e7e38 |
| institution | OA Journals |
| issn | 1911-8279 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | University of Windsor |
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| series | Journal of Teaching and Learning |
| spelling | doaj-art-7aadbcfd259840b9bbb9ea0fbf7e7e382025-08-20T02:27:14ZengUniversity of WindsorJournal of Teaching and Learning1911-82792025-05-0119210.22329/jtl.v19i2.8841The Effect of Gender and Teaching Methods on Academic Success in Virtual Reality to Reduce Gender Disparity in TechnologyDr. Nicholas Onele0https://orcid.org/0000-0001-5425-6528Therisa Chinyere Ogbuanya1Ebonyi State UniversityUniversity of Nigeria, Nsukka This study adopted a pre-test post-test quasi-experimental design. The sample size was 162 students from eight universities. The sample was categorized into two groups: Group I (n=79) and Group II (n=83). Electric VLab, provided the environment. A researcher-made achievement test, comprising multiple-choice, essay and practical questions was used for assessment and data collection. Two weeks before the treatment, students in both groups were given a pre-test in electronics circuit construction and assembly. Before the treatment, one week was used to train the groups on how to use the Electric VLab. During the treatment, each intact class in Group I was taught using the direct instruction method, and the other classes in Group II were divided into units of five students with a selected peer tutor leading each unit while the teacher coordinated the learning. At the end of treatment, the post-test was administered to both groups. Mean statistics, standard deviation, and analysis of covariance were used to analyze the data. There was no significant difference between the achievement of male students in both groups. Female students in indirect instruction classes achieved significantly higher than their counterparts in direct instruction classes. There were significant effects of interaction between teaching methods and gender. https://jtl.uwindsor.ca/index.php/jtl/article/view/8841virtual realitygendertechnologyteaching |
| spellingShingle | Dr. Nicholas Onele Therisa Chinyere Ogbuanya The Effect of Gender and Teaching Methods on Academic Success in Virtual Reality to Reduce Gender Disparity in Technology Journal of Teaching and Learning virtual reality gender technology teaching |
| title | The Effect of Gender and Teaching Methods on Academic Success in Virtual Reality to Reduce Gender Disparity in Technology |
| title_full | The Effect of Gender and Teaching Methods on Academic Success in Virtual Reality to Reduce Gender Disparity in Technology |
| title_fullStr | The Effect of Gender and Teaching Methods on Academic Success in Virtual Reality to Reduce Gender Disparity in Technology |
| title_full_unstemmed | The Effect of Gender and Teaching Methods on Academic Success in Virtual Reality to Reduce Gender Disparity in Technology |
| title_short | The Effect of Gender and Teaching Methods on Academic Success in Virtual Reality to Reduce Gender Disparity in Technology |
| title_sort | effect of gender and teaching methods on academic success in virtual reality to reduce gender disparity in technology |
| topic | virtual reality gender technology teaching |
| url | https://jtl.uwindsor.ca/index.php/jtl/article/view/8841 |
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