| The purpose of this study was to investigate the relationships between the gender composition of a laboratory group and student behaviors, self-efficacy, and quiz performance, within the college physics laboratory. A student population was chosen and subdivided into two groups, which were assigned either same-sex or coed laboratory teams while executing identical laboratory activities and instruction. Assessments were carried out prior to instruction, during the course, and at the end of one semester worth of instruction and laboratory activities. Students were assessed in three areas: behaviors exhibited during laboratory activities, self-efficacy, and scores on laboratory quizzes. Analyses considered the differences in outcomes after a single semester of physics laboratories that differed only in team gender organization.;The results indicated that there were no statistically significant differences in behavior variable, self-efficacy or laboratory quiz scores between same sex teams and coed teams. There were also no statistically significant differences between genders, and no interaction effect present.;In a post-hoc analysis of the individual behaviors data, it was noted that there is present a practical difference in the individual behaviors exhibited by males and females. This difference implies a difference in how males and females successfully engage in the laboratory activities. |
