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Dissertation/Thesis Abstract

Does Virtual Education Close the Gender Gap in the Sciences, Mathematics and English?: Using Online Courses to Eliminate the Effects of Teachers' Gender Bias
by Chargois, Tina D., D.E., University of Louisiana at Lafayette, 2014, 108; 3622930
Abstract (Summary)

An ever increasing number of school districts realize the potential for online classes to allow students equal access to a high quality education. This study used quantitative methods to contribute to the body of literature pertaining to K-12 online learning and also the gender gap in mathematics, science, and English/language arts education. Research for this study focused on the extent to which the gender gap in mathematics, science, and English/language arts performance is the result of differences in the level of teacher-student interaction through analyzing students' final course grades from a school district's 6th-12th grade traditional courses and online courses where there is no teacher-student interaction. Student achievement was further analyzed by controlling for prior achievement, socio-economic status (S.E.S.) and ethnicity. This study intends to contribute to the body of research on the gender gap and the benefits of online education at the K-12 level.

Indexing (document details)
Advisor: Slater, Robert O.
Commitee: Lane, Kenneth E., Williams, Douglas
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 75/10(E), Dissertation Abstracts International
Subjects: Educational leadership, Educational technology, Gender studies
Keywords: Gender gap, K-12 education, Online leanring, Virtual education
Publication Number: 3622930
ISBN: 978-1-303-95078-0
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