Volume 63, Issue 2, November 2022, Pages 168–173
Abdessallam Khamouja1, Azize El Ghouati2, Jillali Nakkam3, and Ouafaa Belouiza4
1 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
2 Hassan II University of Mohammedia, Morocco
3 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
4 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
Original language: English
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Motivation is considered the heart of the learning process that is affected by many factors, among which there is gender. Therefore, the researcher conducted a quantitative research method to investigate the relationship between gender and motivation sub-themes while using problem-based learning. Nine female students and eleven male students of the second baccalaureate level participated in the current research through using the convenience sampling technique. The quasi-experimental research design, a quantitative research method, is used to conduct this study to analyze cause-effect relationships between the variables being studied. Then, the participants were given a five-point Likert scale questionnaire to fill in. The SPSS software was used to analyze data. The findings demonstrated that there was a positive relationship between gender and students’ achievement and motivation sub-themes.
Author Keywords: Gender, motivation, gender and problem-based learning.
Abdessallam Khamouja1, Azize El Ghouati2, Jillali Nakkam3, and Ouafaa Belouiza4
1 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
2 Hassan II University of Mohammedia, Morocco
3 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
4 Ibn Tofail University, Faculty of Arts and Humanities, Morocco
Original language: English
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Motivation is considered the heart of the learning process that is affected by many factors, among which there is gender. Therefore, the researcher conducted a quantitative research method to investigate the relationship between gender and motivation sub-themes while using problem-based learning. Nine female students and eleven male students of the second baccalaureate level participated in the current research through using the convenience sampling technique. The quasi-experimental research design, a quantitative research method, is used to conduct this study to analyze cause-effect relationships between the variables being studied. Then, the participants were given a five-point Likert scale questionnaire to fill in. The SPSS software was used to analyze data. The findings demonstrated that there was a positive relationship between gender and students’ achievement and motivation sub-themes.
Author Keywords: Gender, motivation, gender and problem-based learning.
How to Cite this Article
Abdessallam Khamouja, Azize El Ghouati, Jillali Nakkam, and Ouafaa Belouiza, “Gender and Motivation in Problem-Based Learning,” International Journal of Innovation and Scientific Research, vol. 63, no. 2, pp. 168–173, November 2022.
