The Interaction of Gender and Pedagogy on Learning Motivations in a Secondary PBL Mathematics Classroom

Abstract

The purpose of this study was to investigate the interactive effects of gender, learning motivations, and pedagogy (Project-Based Learning [PBL] and conventional) on secondary mathematics learning. In order to measure their academic achievement and learning motivations, 165 secondary students were given a state standardized mathematics test and the Motivated Strategies for Learning Questionnaire. Study results indicated that pedagogy and gender had no impact on academic achievement. Pedagogy played a stronger role in rehearsal, peer learning, and task value. Gender played a stronger role in test anxiety, organization, help seeking, and control of learning. PBL students seemed to value and actively engage in the mathematics more than did the conventional students.