Gender differences in students' perceptions of group learning experiences.

Kaenzig, Rebecca ; Anderson, Stella ; Hyatt, Eva 等

ABSTRACT

This paper examines the effects of gender on students' perceptions of and experiences with group assignments. The motivation for the paper was based on the premise that group learning is an important component of undergraduate business education and that there is a difference between males and females in the way these group assignments are perceived. Even though ample literature exists related to gender differences, no studies could be found that examined the effects of gender on students' perceptions of group tasks.

A survey was administered to 294 seniors enrolled in courses in the College of Business at one southeastern university. Using a Likert-Scale format, students were asked to respond to statements which described their attitudes toward and their experiences with group projects. Demographic data was collected which allowed differences in responses between males and females to be examined.

Results revealed that males, more so than females, felt all group members contributed equally to group projects; whereas females felt they did more than their share of the group work than did males. Females also indicated they did more of the secretarial and organizational work related to group projects than did males.

INTRODUCTION

It is generally agreed that the classroom experience plays a crucial role in the development of behaviors and attitudes that will affect the professional lives of college graduates. Further, since the majority of courses taken by business majors in their junior and senior years are business courses, the business school and its faculty play a major role in the development of the attitudes, values and skills these students bring to the workplace (Rosener & Pearce, 1989). One issue of interest in recent years is that of diversity and what is being done on the college level to foster diversity among the student body and give students the skills needed to function effectively in a diverse workforce. There are questions about whether appropriate changes have been made in most business school classrooms to reflect the increasing diversity present in today's student bodies (Sullivan & Buttner, 1992). While there are many aspects of diversity, this paper will focus on the gender aspect and look at the differences between males and females regarding their attitudes towards and experiences with group assignments. Qualitative focus groups and quantitative written surveys were used to gather the data.

LITERATURE REVIEW

Although most business school professors acknowledge there are differences in student learning styles, most do not know how to accommodate these differences when planning assignments, projects and classroom activities (Sullivan & Buttner, 1992). Although there may not be differences between women and men in terms of cognitive ability or academic performance, how men and women approach and prepare for class are different and their learning styles are different (Gallos, 1995a). Gilligan (1982) offers interview research results supporting the notion that gender differences in attitude toward formal learning experiences are due to intrinsic psychological differences between men and women, describing men as being more driven by issues of separation, and women as being more driven by issues of connection. Gender role stereotypes often picture women as more communal and concerned with the welfare of others than men, and men as more assertive and controlling than women (Eagly, 1987). Such differences provide a foundation for understanding how gender contributes to differences in learning style. Gallos (1995b) argues that women and men do not have parallel experiences. Gallos (1995a) contends that women require a community of support, confirmation, encouragement and faculty interest in their personal development. By contrast, men need classroom activities that develop skills. Women tend to have more self-doubt in the classroom, while men are more likely to attribute problems to external causes. These differences result in different learning styles that are not equally supported by the educational system. Women in formal learning situations often suffer from a lack of confidence, great fear, self doubt, an inability to accommodate novelty, and feelings of alienation (Gallos, 1995a). Such feelings most likely derive from gender role stereotyping, in which women are still seen as soft and yielding, in combination with an educational system that rewards behaviors that are strong and assertive (Scheuneman, 1997). As a result, women tend to believe that they perform less well in class, learn less than they actually do, and feel less confident than men in their abilities to succeed at related future endeavors. Brazelton indicated that male students in accounting classes were more likely to participate in class interaction and dominate class discussions than female students. Also, perhaps as a result of this behavior, males felt they received more useful feedback from instructors (Are Male Accounting Students Favored? 1998).

In recent years, the use of groups and of cooperative or experiential learning tasks has increased in American universities and particularly in business schools. One major player in the movement to bring about changes in the way accounting education is delivered, the Accounting Education Change Commission (AECC, 1990), urged accounting faculty to use instructional methods that encourage, among other things, group work. It was felt the use of group work would increase and develop communication skills, as well as improving students' abilities to work in groups to solve problems or complete projects. The increasing use in business classes of groups for class projects raises the question of whether men and women experience these assignments in different ways. Since educators should be and generally are interested in accommodating individuals with varied learning styles (Hammer, 2000; Kolb, 1984) and if differences do exist in the learning styles of males compared to those of females--which the literature supports (Gallos, 1995a; Gallos, 1995b; Gilligan, et al., 1988), then any activity or assignment, i.e., a group assignment, that does not equally support these different learning styles should be closely scrutinized.

METHODOLOGY

In order to identify the issues underlying potential gender differences in learning experiences, focus groups with business students were conducted. Churchill and Brown (2004) say the following about focus groups. The focus group, should be a small group (8-12 members) of individuals brought together to talk about a particular topic in a group discussion format, and is ideal for generating hypotheses that can be further tested quantitatively and for structuring questionnaires. Focus group respondents should be selected so that groups are relatively homogeneous. This helps to minimize conflict between group members, intimidation of some members by others, and differences in perceptions and experiences. For this study, therefore, male and female business students participated in separate focus groups of 10-12 members each. The focus groups (about 1 hour each) were conducted by one of the authors, who is an experienced focus group moderator and were audio-taped for future reference. The focus group responses/discussions were analyzed by all three authors with the goal of finding interesting gender differences and patterns regarding learning experiences (Krueger, 1998). These findings were then used to develop a questionnaire to quantitatively measure potential gender differences in group learning situations. The questionnaire included fourteen five-point Likert-scale-type items dealing with group projects, 5 questions dealing with feelings toward a group computer simulation experience, and general demographic questions. A copy of the instrument is shown in the End Notes.

The questionnaires were distributed and completed in multiple sections of two senior-level business courses. Senior-level courses were chosen to ensure that respondents were nearing the end of their undergraduate studies and therefore had had the maximum opportunity to participate in group assignments. A total of 294 responses were obtained. The sample was 42% female. The mean and median age was 22. There were no significant gender differences in either self-reported overall grade point average (GPA) or GPA in business classes.

RESULTS

For each of the nineteen questions on the survey, mean responses were determined for males and for females. T-tests were then done, again on an item-by-item basis, to determine if there was a difference in the responses given by males and those given by females. Table 1 (below) shows the mean scores for males and for females on each of the nineteen survey questions. The last column shows the significance of the t-test and indicates which mean values were significant (p<.05).

On half the items related to group projects in general (items 1-14), there were significant differences between the responses given by males and those given by females. Items #3, 7, 8, and 9 all refer to the respondents' contribution to the group assignment relative to the contribution of other group members. Scores on all four of these items were significantly higher for females, indicating females felt they were more frequently taken advantage of than did males; that they more often did more than their share of the work, and they more frequently did the menial/secretarial-type tasks (i.e., organizing the group, doing the write-up, etc.). Female respondents also had higher mean scores on items #10 and 12. This indicates that females disliked being dependent on others for their grade(s) more so than did males and that females felt they were more frequently pressured by slackers to submit favorable peer evaluations for the slackers. Males, on the other hand, indicated a greater sense of fairness in group work than did females (item #6), saying that all group members did equal amounts of work on group projects.

On the other half of these fourteen items, no differences between genders was found. These items dealt with issues such as preferring to work alone on assignments, satisfaction with the outcome of group projects, feeling responsible for the grades of others, feeling comfortable grading others and giving low grades when deserved, feeling guilty about not doing your fair share of the work, and getting a lower grade than was felt to be deserved.

For the five items (#15-19) that asked about a particular team-based simulation exercise, significant differences between the responses provided by males and those provided by females were found on three of the items. Males, more than females (a) viewed the experience as being a valuable learning experience (item #15), (b) felt more confident in their decision-making skills, as required by the game (item # 17), and (c) perceived that they worked well with other members of their team (item #18). There were no gender differences regarding how "comfortable" students were with the competitive nature of the exercise or with their feelings of inclusion.

DISCUSSION

We find differences between males and females in the way they assess group dynamics and their own contributions to the group experience. In general, women seemed to be less satisfied with team-based assignments than did men. Our findings call into question the effectiveness or value of group-based learning projects, especially for women. Instructors need to be aware that perhaps group composition may affect a number of dynamics that go on within student groups and such dynamics may be gender-based. Understanding why there is a difference in how males and females view group experiences requires further investigation.

Limitations of our study should be noted. The population of students surveyed was of traditional age; whether these findings would hold true with other populations is unclear. Our subjects were business students with no distinction made between different disciplines or majors. Further study is needed to determine whether the differences found here are more or less significant when looked at across various business disciplines. Also, while we observed a number of differences between male and female students, the underlying explanations and causes require further study.

Finally, in light of the idea that many of students' attitudes and behaviors translate into workplace attitudes and behaviors, issues of gender-based educational experiences are critical. For example, with regard to group-based work we know that in the workplace women who defer to men in group interactions in a traditionally male arena are likely to receive lower performance evaluations, leading to fewer opportunities such as promotions and salary increases (Goltz & Giannantonio, 1996). Clearly further investigation of the effectiveness of the behaviors learned in a group setting would be valuable, especially if there are tangible career consequences for both men and women.

REFERENCES

Accounting Education Change Commission (AECC) (1990). Objectives of education for accountants: Position Statement No. 1. Issues in Accounting Education, 5(2), 307-312.

Are male accounting students favored? (1998) Practical Accountant, 31(11), 10.

Churchill, G.A., Jr. & T. J. Brown (2004). Basic Marketing Research. Mason, OH: South-Western.

Eagly, A.H. (1987). Sex Differences in Social Behavior: A Social-Role Interpretation. Hillsdale, NJ: Lawrence Erlbaum Associates.

Gallos, J.V. (1995a). Gender and silence: implications of women's ways of knowing. College Teaching, 43(3), 101-5.

Gallos, J.V. (1995b). On management education for women: faulty assumptions, new possibilities. Selections, 11(2), 24-33.

Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women's Development. Cambridge, MA: Harvard University Press.

Gilligan, C., J. V. Ward, & J.M. Taylor, with B. Bardige (1988). Mapping the Moral Domain: A Contribution of Women's Thinking to Psychological Theory and Education. Cambridge, MA: Harvard University Press.

Goltz. S. M. & C.M. Giannantonio(1996). Male and female behaviors in sex-typed tasks: Two experiential exercises. Journal of Management Education, 20 (1), 87-97.

Hamer, L.O. (2000). The additive effects of semistructured classroom activities on student learning: an application of classroom-based experiential learning techniques. Journal of Marketing Education, 22 (1), 25-34.

Kolb, D.A. (1984). Experiential Learning: Experience as a Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.

Krueger, R. (1998). Analyzing and Reporting Focus Group Results. Thousand Oaks, California: SAGE Publications, Inc.

Rosener, J.B. & C.L.Pearce (1988-89). Men and women in organizations: are future managers exposed to the issues? Journal of the Organizational Behavior Teaching Society, 13 (2), 55-67.

Scheuneman, J.D. (March, 1997). An evaluation of gender differences in computer-based case simulations. Presented to the Annual Meeting of the National Council on Measurement in Education. Chicago, IL.

Sullivan, S. E. & E.H. Buttner (1992). Changing more than the plumbing: integrating women and gender differences into management and organizational behavior courses. Journal of Management Education, 16(February), 76-89.

Rebecca Kaenzig, Appalachian State University

Stella Anderson, Appalachian State University

Eva Hyatt, Appalachian State University

Lynn Griffin, North Carolina A&T State University Table 1: Mean Responses on Survey Questions by Gender Mean Response Mean Response t-test Item # for Females for Males results 1 3.65 3.43 .09 2 2.72 2.87 .23 3 3.26 2.72 .000 * 4 3.92 3.81 .38 5 3.52 3.55 .86 6 3.11 3.50 .003 * 7 3.87 3.60 .008 * 8 3.58 2.82 .000 * 9 3.53 3.11 .000 * 10 4.10 3.85 .05 * 11 3.18 3.30 .37 12 2.29 2.03 .05 * 13 3.63 3.58 .70 14 2.80 2.91 .35 15 3.12 3.92 .001 * 16 2.69 2.58 .66 17 3.59 4.19 .002 * 18 3.66 4.03 .05 * 19 1.88 1.77 .55 (* p < .05) APPENDIX Survey Instrument The following questions deal with your experiences relating to group projects in your business classes. Please indicate how often the following things occur or have occurred. Not very Never Often Sometimes I prefer doing projects by myself 1 2 3 over working with a group. I am usually more satisfied with the 1 2 3 outcome of a group project than with a paper I write on my own I have been taken advantage of by 1 2 3 group members I feel comfortable truthfully 1 2 3 evaluating and reporting my group members' performance. I turn in poor evaluations for group 1 2 3 members with poor performance. All group members usually pitch in 1 2 3 and do equal amounts of work on group projects. I do a lot of the organizing and 1 2 3 getting people together to work on group projects. I often end up being the group 1 2 3 secretary and do much of the writing and finalizing of the project. I end up doing more than my fair 1 2 3 share on group projects. I don't like being dependent on 1 2 3 others for grades. I feel responsible for my group 1 2 3 members' grades. I have been pressured by group 1 2 3 members who have been slack to turn in favorable evaluations for them. I feel guilty when I do less than my 1 2 3 share of the work, even when the project turns out well. I have gotten a grade lower than I 1 2 3 deserved. Please indicate if you participated in a computerized simulation game as part of MKT 3050 - Principles of Marketing. Yes No Please answer the following questions regarding the simulation game: Not very Never Often Sometimes It was a valuable learning 1 2 3 experience for me. I felt uncomfortable with the 1 2 3 competitive nature of the assignment. I felt confident participating in 1 2 3 the decision making required by the game. I felt like I worked well with the 1 2 3 members of my team. I felt left out of the team's 1 2 3 decision-making. Questions about yourself. What is your major? What is your current overall GPA? -- GPA in your COB classes? What is your gender? -- Female -- Male What is your age? -- years Most of Often the time I prefer doing projects by myself 4 5 over working with a group. I am usually more satisfied with the 4 5 outcome of a group project than with a paper I write on my own I have been taken advantage of by 4 5 group members I feel comfortable truthfully 4 5 evaluating and reporting my group members' performance. I turn in poor evaluations for group 4 5 members with poor performance. All group members usually pitch in 4 5 and do equal amounts of work on group projects. I do a lot of the organizing and 4 5 getting people together to work on group projects. I often end up being the group 4 5 secretary and do much of the writing and finalizing of the project. I end up doing more than my fair 4 5 share on group projects. I don't like being dependent on 4 5 others for grades. I feel responsible for my group 4 5 members' grades. I have been pressured by group 4 5 members who have been slack to turn in favorable evaluations for them. I feel guilty when I do less than my 4 5 share of the work, even when the project turns out well. I have gotten a grade lower than I 4 5 deserved. Please indicate if you participated in a computerized simulation game as part of MKT 3050 - Principles of Marketing. Yes No Please answer the following questions regarding the simulation game: Often Most of the time It was a valuable learning 4 5 experience for me. I felt uncomfortable with the 4 5 competitive nature of the assignment. I felt confident participating in 4 5 the decision making required by the game. I felt like I worked well with the 4 5 members of my team. I felt left out of the team's 4 5 decision-making. Questions about yourself. What is your major? What is your current overall GPA? -- GPA in your COB classes? What is your gender? -- Female -- Male What is your age? -- years