The results presented in table 4-3 illustrate that like first-year women,
CHE 205 women had significantly lower levels of A-E than their male
counterparts (average A-E of 2.56 for men versus 2.33 for women, p = 0.013).
Also mimicking the trends found among first-year students is the finding that
men and women enrolled in CHE 205 had similar levels of EM-E. Contrary to
findings among first-year men, no significant difference was found between the
A-E and EM-E scores reported by men enrolled in CHE 205. Women, however,
still reported greater confidence in reaching future engineering milestones than
they did for achieving academic success in CHE 205 (average EM-E score of
2.50 versus average A-E score of 2.33, p = 0.050). This difference was not as
significant as the difference identified among first year women (p = 0.000 for
first-year women versus p = 0.050 for CHE 205 women).
T-tests were also used to explore differences in levels of A-E and EM-E
between ENGR 106 and CHE 205 students. The results from these analyses
are presented in Table 4-4.
The results presented in table 4-3 illustrate that like first-year women,
CHE 205 women had significantly lower levels of A-E than their male
counterparts (average A-E of 2.56 for men versus 2.33 for women, p = 0.013).
Also mimicking the trends found among first-year students is the finding that
men and women enrolled in CHE 205 had similar levels of EM-E. Contrary to
findings among first-year men, no significant difference was found between the
A-E and EM-E scores reported by men enrolled in CHE 205. Women, however,
still reported greater confidence in reaching future engineering milestones than
they did for achieving academic success in CHE 205 (average EM-E score of
2.50 versus average A-E score of 2.33, p = 0.050). This difference was not as
significant as the difference identified among first year women (p = 0.000 for
first-year women versus p = 0.050 for CHE 205 women).
T-tests were also used to explore differences in levels of A-E and EM-E
between ENGR 106 and CHE 205 students. The results from these analyses
are presented in Table 4-4.
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