Teaching Style Differences between Male and Female Science Teachers in Qatari Schools: Possible Impact on Student Achievement

In Qatar’s gender-segregated public schools, female students outperform male students in international science tests such as PISA and TIMMS. In contrast to the international trend for top performing countries, however, female students report lower levels of interest in science-based careers than mal...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2019, Vol.15 (12), p.em1800
Main Authors: El-Emadi, Ahmad A., Said, Ziad, Friesen, Heather L.
Format: Article
Language:English
Subjects:
Classroom Observation Techniques
Classrooms
Correlation
Elementary Secondary Education
Females
Foreign Countries
Gender Differences
Learning Motivation
Males
Public Schools
Science
Science Achievement
Science Instruction
Science Teachers
Student Attitudes
Student Motivation
Students
Teacher Attitudes
Teacher Characteristics
Teaching Methods
Teaching Styles
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Summary:In Qatar’s gender-segregated public schools, female students outperform male students in international science tests such as PISA and TIMMS. In contrast to the international trend for top performing countries, however, female students report lower levels of interest in science-based careers than males. One possible factor that may contribute to this discrepancy is the difference in teaching styles between female teachers and their male counterparts. In this paper we focus on results obtained from 105 classroom observations (39 males and 66 females) selected from 50 different public schools as part of two independent research projects to study the motivation factors and attitudes toward and interest in science among Qatari students. In addition, 40 semi-structured interviews of students, teachers and administrators were conducted. The observations were guided using an adopted Reformed Teaching Observation Protocol (RTOP) evaluation rubric consisting of 13 teaching traits which provides a standardized mean for detecting the degree to which science classroom instruction is reformed through a focus on Lesson Design, Content, Pedagogic Knowledge and classroom culture. Female teachers provided better delivery during theory classes, whereas male teachers demonstrated better performance in laboratory-based classes.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.29333/ejmste/109236