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Advancing Gender Equity in STEM Education: The Role of Inquiry-Based Cooperative Learning and Classroom Engagement in Challenging Gender Role Stereotypes

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Title: Advancing Gender Equity in STEM Education: The Role of Inquiry-Based Cooperative Learning and Classroom Engagement in Challenging Gender Role Stereotypes
Language: English
Authors: Ping Chen (ORCID 0009-0001-6845-3116), Aminuddin Bin Hassan, Firdaus Mohamad Hamzah (ORCID 0000-0002-6750-6183), Sallar Salam Murad (ORCID 0000-0001-6189-4747), Zixin Xu
Source: Journal of Baltic Science Education. 2025 24(6):1101-1116.
Availability: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Gender Bias, Sex Fairness, STEM Education, Inquiry, Cooperative Learning, Sex Stereotypes, Secondary School Students, Females, Disadvantaged Youth, Learner Engagement, Academic Achievement, Program Effectiveness, Foreign Countries, Womens Education
Geographic Terms: China
ISSN: 1648-3898
2538-7138
Abstract: Global gender gaps in Science, Technology, Engineering, and Mathematics (STEM) fields persist, as female students often encounter cultural and academic barriers that constrain their involvement and success. This study attempts to examine the mediating and moderating roles of classroom engagement and inquiry-based cooperative learning in the association between gender role stereotypes and STEM academic performance with a unique sample of 366 upper-secondary girls in underprivileged areas of China. This study employs a quantitative methodology, using survey data and structural equation modelling (SEM) to examine the mechanisms and pathways among the key variables. The results indicated that: (1) gender role stereotypes had a significantly negative effect on STEM academic performance; (2) classroom engagement played a mediating role between gender role stereotypes and STEM academic performance; and (3) inquiry-based cooperative learning played a moderating role in the path of female gender role stereotypes to STEM academic performance. This research sheds light on how classroom environment affects gender role stereotypes and STEM success, affecting educational policy and training. When encouraging inquiry-based and cooperative learning, educators and policymakers should address gender and individual learning requirements.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492200
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Advancing Gender Equity in STEM Education: The Role of Inquiry-Based Cooperative Learning and Classroom Engagement in Challenging Gender Role Stereotypes
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  Data: <searchLink fieldCode="AR" term="%22Ping+Chen%22">Ping Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-6845-3116">0009-0001-6845-3116</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aminuddin+Bin+Hassan%22">Aminuddin Bin Hassan</searchLink><br /><searchLink fieldCode="AR" term="%22Firdaus+Mohamad+Hamzah%22">Firdaus Mohamad Hamzah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6750-6183">0000-0002-6750-6183</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sallar+Salam+Murad%22">Sallar Salam Murad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6189-4747">0000-0001-6189-4747</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zixin+Xu%22">Zixin Xu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Baltic+Science+Education%22"><i>Journal of Baltic Science Education</i></searchLink>. 2025 24(6):1101-1116.
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  Data: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Fairness%22">Sex Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Stereotypes%22">Sex Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Womens+Education%22">Womens Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 1648-3898<br />2538-7138
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  Label: Abstract
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  Data: Global gender gaps in Science, Technology, Engineering, and Mathematics (STEM) fields persist, as female students often encounter cultural and academic barriers that constrain their involvement and success. This study attempts to examine the mediating and moderating roles of classroom engagement and inquiry-based cooperative learning in the association between gender role stereotypes and STEM academic performance with a unique sample of 366 upper-secondary girls in underprivileged areas of China. This study employs a quantitative methodology, using survey data and structural equation modelling (SEM) to examine the mechanisms and pathways among the key variables. The results indicated that: (1) gender role stereotypes had a significantly negative effect on STEM academic performance; (2) classroom engagement played a mediating role between gender role stereotypes and STEM academic performance; and (3) inquiry-based cooperative learning played a moderating role in the path of female gender role stereotypes to STEM academic performance. This research sheds light on how classroom environment affects gender role stereotypes and STEM success, affecting educational policy and training. When encouraging inquiry-based and cooperative learning, educators and policymakers should address gender and individual learning requirements.
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  Data: 2026
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  Data: EJ1492200
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 1101
    Subjects:
      – SubjectFull: Gender Bias
        Type: general
      – SubjectFull: Sex Fairness
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Sex Stereotypes
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Womens Education
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Advancing Gender Equity in STEM Education: The Role of Inquiry-Based Cooperative Learning and Classroom Engagement in Challenging Gender Role Stereotypes
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