Student questioning in higher education: A gender perspective.

This study refers to a comprehensive research project aimed at contributing to a better understanding of student questioning in the teaching, learning and assessment processes in higher education (HE). Several authors hold that the development of the students’ questioning attitude has the potential to enhance the quality of teaching and, accordingly, the quality of learning. Having in mind that the gender of the student is depicted as a determinant factor in students’ academic performance, conceptual understanding and success in HE (Dayioglu & Turut-Asik, 2007), this study intends to investigate and characterize feminine and masculine student questioning profiles in HE, both in traditional classes and in online environments. The research is being conducted with first year chemistry students at the University of Aveiro in Portugal, and follows a mixed methodology (qualitative and quantitative). Data is being collected through observation, interviews, focus groups, one inquiry and an online forum. Preliminary findings suggest that: a) only a small number of oral questions were formulated either by male or female students during lectures; b) even a smaller number of students’ questions were written in the pieces of paper provided in class and collected after the end of each class; c) males pose more questions in class than girls; d) by the end of the semester students pose more questions online than during the beginning or middle of the semester, but those questions are mainly referring to the evaluation procedures rather than chemistry content; e) students pose more questions in laboratory classes, than in lectures