Physics · Level 2 · Intermediate
Gender motivational gap and contribution of different teaching approaches to female students’ motivation to learn physics
Radulović B, Županec V, Stojanović M, et al. (2022). Scientific Reports. doi:10.1038/s41598-022-23151-7 · CC BY 4.0
Step 1 of 2Read the paper
This two-phase study of secondary school students in Novi Sad, Serbia, first used a motivation questionnaire to find which parts of physics motivation were weakest for girls. It then compared two classroom approaches for teaching electricity to girls, hands-on lab experiments versus computer simulations (PhET), measuring motivation before and after.
How to read it
- Research methodology: note the two phases, the two research questions and how the groups were formed.
- Instrument: learn the five SMTSL subscales; every table is organised around them.
- Tables 1–3: compare means (M) before and after, then check which t values are marked significant.
- Read Limitations, and ask what the design (existing classes, teacher reports) can and cannot show.
Step 2 of 2Take the test
15 questions · about 40 minutes including reading · pick an answer to see straight away if it’s right. Nothing is saved.
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Paper: Radulović B, Županec V, Stojanović M, et al., Scientific Reports (2022), licensed CC BY 4.0. Summary and questions are Research Nest’s own; read the original for the full study.