A non-traditional teaching method applied in science courses at Penn State Abington College as a vehicle for engaging students is group-based competitive exercises.  These exercises combine cooperative learning in a competitive environment and may be employed to promote subject- and problem-based learning.  Concern over potential pitfalls of classroom competitions prompted the development of a survey to evaluate students' attitudes towards the exercises used in organic chemistry and biochemistry courses.  The survey primarily consisted of thirty-one statements to which respondents indicated strongly agree, agree, not sure, disagree, or strongly disagree (that is, a five point Likert response scale).  The survey also provided students the opportunity to expand upon their answers to the statements.  Generally respondents indicated that the group competitive exercises were a positive academic and social experience.  However, despite a general positive attitude that continues to be indicated, questions arose concerning the existence of potential gender differences toward the group competitive exercises.   An analysis of student survey responses was undertaken to determine if potential gender differences toward group competitive exercises exist.  In all of the thirty one questions, there was no instance in which the female response is significantly more negative towards the competitions than the male response.  There were actually five questions in which the female response is more positive (significant at the .1 level or less),  with one of these questions indicating that competitions made the subject more interesting.  This enables an instructor to employ group competitive exercises for student engagement without gender discrimination that was noted in competitive environments by previous studies.

Women do not like competitive environments in the classroom?  Group competitive exercises imply not so!

244th National Meeting (2012)

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