Differences in Perception of Peer Interactions in Student-Centered STEM Courses

A study was done at a mid-sized public university in the Midwest of the United States. At this university, there are three large classes taught in Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) classrooms: algebra-based introductory physics, calculus-based introductory physics, and introductory statistics. Twenty students, each taking at least one of these classes, were interviewed about their experiences working with their peers. Male students had more positive things to say about their group work experiences than female students did. Students in the algebra-based physics course had more positive things to say about their group work experiences than students in the calculus-based physics or statistics courses did. Students in calculus-based physics were the only students to describe experiencing a negative classroom environment, and students in statistics had the most to say about equal contributions to group work. Student quotes highlight their experiences.