Emotional Dimorphism in Pedagogy: Assessing Gender Response to Active Methodologies

Summary on Population Type and Sample Size

This study examines the impact of active methodologies and critical pedagogy on the emotional spectrum of students through a quasi-experimental approach with repeated measures. The Positive and Negative Affect Schedule (PANAS) was administered via Google Forms to assess emotional changes pre- and post-intervention. Data analysis was conducted using SPSS Statistics software version 29.0.1.0, within a qualitative analytical framework.

The sample consisted of 48 third-year Primary Education students (7 males and 41 females) specializing in the Didactics of History in the year 2023. All enrolled students were included in the sample without any exclusion criteria. Over a period of 4 months, 7 pedagogical activities were implemented, designed to promote critical analysis and active participation, including text analysis, archaeological investigations, and simulations of historical trials.

The study adhered to relevant ethical principles, including obtaining informed consent and ensuring the confidentiality of participant data. Nonetheless, the limited size and gender disproportion in the sample are acknowledged as limitations, suggesting the need for future research with larger and more representative samples.

The procedure was structured in distinct phases: sample selection and assignment, implementation of educational activities, and data collection through emotional questionnaires. The statistical tests applied included Eta/Eta squared association measures, frequency analysis, and paired sample statistics, as well as the Wilcoxon Signed-Rank Test, all aimed at discerning gender- related emotional variations. The findings are anticipated to contribute to a profound understanding of affective dynamics in response to innovative pedagogical methodologies.

Introduction

In contemporary pedagogy, integrating active methodologies and critique represents a transformation in the direction of the teaching-learning process, centring on the student and participation as fundamental pillars for knowledge construction. These methodologies, by promoting greater interaction and critical reflection, influence not only cognitive outcomes but also the emotional sphere of participants. In this context, the study of emotions in educational settings has gained relevance, given their crucial role in student performance and motivation.

Emotion, as a psychological construct, plays an intrinsic role in learning, influencing both attention and memory, essential components for the acquisition of new knowledge. Moreover, positive emotions are correlated with greater engagement and satisfaction in the learning process, while negative ones can represent significant barriers. Therefore, understanding how active methodologies affect students' emotions becomes a crucial axis for optimizing educational processes. Thus, Rodríguez et al. (2020) highlight the importance of integrating emotions and ethical values into active methodologies for effective education, demonstrating that their inclusion is pivotal for meaningful learning and the promotion of values [1]. Research on the implementation of SEL (Social and Emotional Learning) in English primary schools revealed a higher prevalence than previously reported, while Scott Loinaz (2019) highlighted significant cultural differences in the integration of SEE (Social and Emotional Education) in pedagogical practices in various European countries [2,3].

In this respect, Akamatsu and Gherghel (2021) argued the importance of emotional intelligence and empathy in educational interventions, highlighting the dual nature of EI (Emotional Intelligence) in promoting both prosocial and antisocial behaviors. Engelmann and Bannert (2019) identified the need for interventions to improve emotional regulation in university students, given its correlation with academic performance [4,5].

On the other hand, Gatsakou et al. (2022) have explored "The Theatre of Mind" as an educational tool to foster emotional intelligence through ICT and distance learning, providing a holistic cultural experience that can be particularly valuable in remote learning [6].

Addressing other areas of interest, Alberth (2022) pointed out the scant attention paid to the role of anxiety and enjoyment in classroom community perception, despite their impact on learning outcomes, while Tharaldsen (2019) developed an intervention to improve the social and emotional competence of students in Norway. Meanwhile, Stoliker and Lafreniere (2015) have investigated how perceived stress, loneliness, and learning burnout affect the educational experience of university students, finding that loneliness and burnout negatively impact the overall academic experience and the perception of stress [7-9]. Zhang et al. (2022) have also contributed to the understanding of the context of design-based learning and the associated emotional experience [10].

In their cross-sectional study, Gunasekara et al. (2022) found that teachers' emotional intelligence significantly impacts student engagement and learning in remote learning contexts, though the effects may be influenced by cultural differences [11]. This suggests that educators should consider employing online education practices based on the theory of emotional intelligence.

This research also addresses the interaction between gender and emotions in response to the implementation of active methodologies and critical pedagogy. It considers the influence of gender as a variable that could moderate the emotional experience of students, given that previous research has identified significant differences in the way men and women process and express their emotions.

The literature suggests that these gender differences in emotional experience can have important implications in the educational context, where emotions play a decisive role in learning. Significantly, Atwa et al. (2020) report that in a gender- segregated private medical college, male and female students' perceptions of their educational environment varied greatly [12]. Notably, female students had a more positive perception, which was directly linked to improved academic performance. In the context of programming and the use of serious games, Zhao et al. (2021) have discovered that such pedagogical tools can significantly improve student learning outcomes, especially for those with a previous good educational performance or a favorable attitude towards STEM subjects and school, although results may vary by gender [13].

This study conducts a comprehensive analysis of gender- emotion interactions within active pedagogical settings, assessing emotional variations pre and post-intervention, to refine educational theory and practice, aiming for an emotionally equitable learning environment.

Objectives

This study is designed to systematically investigate gender dynamics in emotional responses within educational contexts, with a focus on the impact of active methodologies and critical pedagogy. The objectives are:

• Assess the impact of active methodologies and critical pedagogy on student emotions, comparing changes before and after their implementation.

• Examine how critical pedagogy and active methodologies influence students' emotional responses, with a particular focus on gender differences.

• Conduct an analysis of significant differences in emotional shifts, assessing whether these differences are more pronounced in women or men following participation in active methodologies and critical pedagogy.

• Investigate the variability in emotional responses based on the gender of students, determining if the direction of change differs between men and women.

• Ascertain whether the differences in the change of affective variables between men and women are consistent across various emotions and affects.

Research Hypothesis

In this research, our primary objective is to not only ascertain the presence of significant affective changes following the utilization of active methodologies and critical pedagogy, as previously observed in other studies, but also to investigate potential gender differences within these alterations [14-17]. To check for changes in affect variables before and after based on gender (male and female), we conducted an interaction analysis between the "Gender" and "Condition" variables (Before or After). This allowed us to assess whether the effect of the activity on affect variables differs significantly between men and women. For this purpose, we formulated the following research hypotheses.

The hypotheses proposed examine gender differences in the change of affective variables following the application of active and critical pedagogical methodologies:

• H0: Absence of gender differences in affective change.

• H1: Presence of gender differences in affective change.

• H2: More significant post-intervention affective changes in women.

• H3: More significant post-intervention affective changes in men.

• H4: Diversity in the direction of affective change between genders.

• H5: Variability in affective change between genders based on specific affective variables.

These hypotheses provide a logical progression that starts from the absence of differences (H0) and advances towards more specific hypotheses that detail the type of differences that may exist between men and women in response to educational interventions.

Methodology

The study, using a quasi-experimental repeated measures design, investigated the impact of active methodologies and critical pedagogy on the emotions of students in History Didactics. The Positive and Negative Affect Schedule (PANAS, Watson et al., 1988; Zawadzki et al., 2013) was administered through a Google form. The data were qualitatively analyzed using SPSS Statistics version 29.0.1.0. The sample included 48 students (7 males and 41 females) in their third year of Primary Education in 2023. Seven activities were conducted, adhering to ethical principles, informed consent, and data confidentiality. Limitations were noted due to the sample size and gender and age disproportion, with recommendations for future research with more representative groups.

Procedure

The study adhered to a structured protocol consisting of multiple phases. Initially, student groups were meticulously selected and allocated within a course spanning four months.

This comprehensive course encompassed seven activities, each centred around active methodologies and critical pedagogy. These activities ranged from textual analysis and archaeological research to simulations of trials involving historical figures, the creation of exhibition posters, and engagements with historical narratives featuring empowered women.

Throughout the data collection process, pedagogical strategies included problem-based learning and collaborative approaches, complemented by the integration of critical pedagogy. These strategies were employed to foster critical analysis and encourage reflection on issues related to inequalities and power structures.

To assess the robustness of the findings, an emotions questionnaire was administered both at the commencement and conclusion of the course. Strict confidentiality measures were upheld to facilitate meaningful comparisons between the two time points.

Statistical analyses applied to the collected responses encompassed measures of association, Eta/Eta squared values, frequency analysis, paired-sample statistics, and non-parametric tests (Wilcoxon Signed-Rank Test). These analytical tools were utilized to scrutinize discrepancies in affective responses and their correlation with gender before and after the educational intervention.

Results

The Measures of Association, Eta Values, and Eta Squared Values

Table I displays the Eta and Eta squared (η²) values, revealing the relationship between gender and emotions before and after the application of active methodologies and critical pedagogy. Initially, gender significantly influences certain emotions, albeit with low η². The affected emotions with η² > 0.01 are: "Before Enthusiastic" (η² = 0.063), "Before Inspired" (η² = 0.091), "Before Attentive" (η² = 0.093), suggesting gender differences in these affects.

After the activities, similar gender influences are observed, with low η², in "After Guilty" (η² = 0.149), "After Interested" (η² = 0.110), "After Attentive" (η² = 0.073), indicating potential gender differences in these emotions.

Note: Authored by the researcher

Table I: Categorizations based on Eta squared values for which gender appears to have a significant influence before and afterthe activity:

In conclusion, although gender has a significant influence on some emotions, these are generally moderate or low, implying the importance of other factors in emotional responses to these educational activities.

Statistical Measures Before and After the Activities for Both Men and Women

Table II compares the emotional responses of 'Men' and 'Women' groups before and after educational activities. Before the activities, men showed less variability in their responses (lower standard deviations) and tended to report stronger emotions such as 'strong,' 'determined,' and 'interested,' while women excelled in 'stimulated,' 'alert,' and 'enthusiastic.' Both groups reported low levels of negative emotions such as 'guilt,' 'hostility,' and 'fear.'

Note: Authored by the researcher

                  Table II: Statistical Measures Before and After the Activities for Men and Women

After the activities, an increase in positive emotions ('interest,' 'stimulated,' 'enthusiasm,' 'attentive') and a decrease in negative ones ('irritability,' 'disgust') were observed in both sexes, indicating an overall positive impact of the activities. However, the initial differences between men and women persisted, suggesting distinct experiences of the intervention and highlighting the need for further exploration of gender factors in these emotional responses.

Frequency Analysis for Men

A descriptive frequency analysis for men reveals changes in emotions before and after activities with active methodologies and critical pedagogy. The medians for "Before Interested," "Before Strong; energetic," "Before Attentive," and "Before Alert, awake" are 4.0000, indicating high proactivity responses in these emotions. In contrast, emotions like "Before Irritable," "Before Tense, discomfort," among others, have medians of 1.0000, suggesting low responses before the activities. The medians for "Before Enthusiastic," "Before Fearful," among others, are 3.0000, showing moderate values.

After the activities, the medians for "After Interested," "After Strong; energetic," "After Attentive," and "After Hostile" are 4.0000, reflecting an increase in these emotions. The median for "Guilty" also significantly increases.

These findings suggest that the activities influence men's emotional states variably, with some emotions increasing significantly while others remain stable or decreasing. The variability in emotional responses indicates differentiated impacts of the activities based on initial emotional state and individual responses. The overall post-activity median is 2.0000, which will be used as a reference in subsequent statistical analyses.

Paired-Sample Statistics Men

Table III displays the results of a paired T-test comparing men's emotional responses before and after activities. The results indicate an overall positive impact of the activities, with increases in interest, enthusiasm, strength, and energy, and decreases in irritability and tension. These changes are based on the means of the data, not on confidence intervals.

Note: Authored by the researcher

                 Table III: Paired Sample T-Test Statistics for Men

Frequency Analysis for Women

Table II reveals how women felt in different emotional states before an activity. Mostly, they expressed interest (73.2% with a score ≥ 4) and enthusiasm (39% with a score = 4, 29.3% with a score = 5), while tension and disgust were low (58.5% with a score = 1 in both variables). Feelings of strength and pride were also common (46.3% and 43.9% with a score = 4, respectively), as was inspiration (39% with a score = 4). In contrast, negative feelings such as irritability, fear, shame, and hostility were low (mostly scores of 1 or 2)

The medians of the variables before and after the activities are similar, indicating that, on average, there were no substantial changes in post-activity affects. High medians in "Interested," "Enthusiastic," among others, suggest consistent positive feelings, while low medians in "Irritable," "Tense," among others, indicate consistent negative or less intense emotions.

The overall median for the "After_" variables is 3.0000, which will serve as the reference in subsequent statistical analyses. These results, though general, show individual variability in emotional responses and will be complemented with statistical analyses to examine the significance and gender variations of these changes.

T-Test for Women

Paired-sample analysis for 20 pairs of "Before" and "After" variables related to women's emotions showed that Positive Affects increased significantly post-activity, while Negative Affects decreased. Neutral Affects, such as "Attentive" and "Alert, awake," did not show significant changes. Overall, active methodologies and critical pedagogy improved positive affects and reduced negative affects in female students.

Non-Parametric Tests: Wilcoxon Signed-Rank Test for Men

Using the Wilcoxon Signed-Rank Test, we assessed whether the medians of emotional variables in men were equal to 2.00, our hypothesized median. According to Table IV, in most cases, the null hypothesis was rejected, indicating medians different from 2.00. However, for some variables such as "Fearful," "Ashamed," "Inspired," among others, the medians were approximately equal to 2.00. This suggests significant changes in certain affective dimensions post-activity, with an increase in positive affects and a decrease in negative ones.

Note: Authored by the researcher

                      Table IV: Wilcoxon Signed-Rank Test for One Sample – Men

Non-Parametric Tests: Wilcoxon Signed-Rank Test for Women

The Wilcoxon Signed-Rank Test reveals that, in most cases, the mean of the differences between 'Before' and 'After' scores significantly differs from 3.00, rejecting the null hypothesis for the majority of variables (Table V). However, in the case of 'Nervous' (case 11), the null hypothesis holds, indicating that the median of the differences is not significantly different from 3.00.

Note: Authored by the researcher

                      Table V: Wilcoxon signed-rank test for a sample of women

"Nervousness" should not necessarily be interpreted negatively. It can be a natural response to novelty, interpreted as positive anticipation or excitement about new activities [18]. In education, nervousness often indicates interest and readiness to engage in new methodologies [19]. Therefore, "Nervousness" in this context may reflect a positive emotional response to changes in the educational environment, suggesting engagement with the new activities and methodologies.

Mann-Whitney Test: Comparison of Predictors by Gender

The results of this test (Table VI) reveal significant differences in the variable 'Interested' with a higher inclination in the female gender (p = 0.005), as well as in 'Enthusiastic' and 'Inspired' with p-values of 0.077 and 0.088, respectively, both close to the significance threshold, suggesting greater enthusiasm and inspiration in women. Furthermore, 'Attentive' shows a notable difference (p = 0.071) between genders, indicating higher attention in the female gender. On the other hand, no significant differences were detected in variables such as 'Irritable,' 'Tense,' 'Disgusted,' among others, with p-values exceeding 0.05, indicating similarities in the emotional responses of men and women in these areas.

These findings suggest that, while women exhibit higher interest, enthusiasm, inspiration, and attention, no significant differences are observed in other affective states such as irritability, tension, and disgust.

Discussion

Numerous studies have applied the Wilcoxon test in paired data analysis, including Woolson (2005), Petrovskaya & Shaposhnikov (2020) in the context of university students, and Gülen (2018) within a STEM-integrated learning framework. Additionally, Alonso-Tapia et al. (2020) adapted the EMSR-Q questionnaire in Colombia, establishing connections with academic performance. Meanwhile, Vergara et al. (2022) validated the structure of ACES in Spanish children. Hatchimonji et al. (2022) explored the relationship between character virtues and SEL (Social and Emotional Learning) and Positive Purpose. Koppe et al. (2019) assessed the effectiveness of an online IE (Emotional Intelligence) program. Lapidot-Lefler (2022) emphasized the significance of SEL in the context of online learning, and Staniec et al. (2022) delved into the emotional experiences associated with remote work [20-28].

Fischer et al. (2018) and Frenzel et al. (2009) investigated gender- related perceptions and emotional experiences, while Sanchis- Sanchis et al. (2020) and Bianchin & Angrilli (2012) focused on emotional regulation. TeodoroviÄ? (2012) and van der Vegt and Kleinberg (2020) examined academic performance and COVID-19 concerns, respectively, in relation to gender. Rekha et al. (2023) and ul abdin Rind et al. (2023) assessed emotional climate in STEM classrooms and the influence of emotional intelligence on teacher stress and performance [29-36].

Furthermore, Arteaga-Cedeño et al. (2022) and Yeh et al. (2022) delved into the realm of emotional intelligence among teachers and culturally responsive teaching models in higher education. Zarra- Nezhad et al. (2023) introduced the POMPedaSens framework in Finland, and Çenberci and Tufan (2023) investigated the impact of music education on SEL. Nandrino (2013) and Scheithauer et al. (2022) assessed emotional awareness and the Papilio-3to6 program in early childhood education. Lastly, Feng et al. (2022) explored gender disparities in emotional behavior in decision- making and management within the cultural contexts of China and the Philippines [37-43].

Conclusion

The research delved into the interplay of gender, emotions, and active teaching methodologies, highlighting the imperative need for a more profound exploration of these intricate dynamics. A comprehensive analysis will be presented in the concluding section, amalgamating a concise summary of our findings with supplementary details. This will encompass specific variations in emotional responses, statistical significance, and their contextual relevance within the realm of active teaching methodologies and critical pedagogy.

In terms of gender's influence on emotional responses, the overarching values of Eta and Eta squared (pre-activity: 0.1338/0.0246, post-activity: 0.1195/0.02545) suggest a moderate correlation (Table I). Prior to engaging in the activities, women exhibited a higher average of emotional responses (2.874) compared to men (2.607), with a moderate degree of variability in emotional reactions for both genders (Table II). Following the activities, men experienced an increase in the average emotional responses (2.736), while women's averages remained relatively stable (2.845).

In-depth analyses unveiled that, on the whole, emotional responses increased after participating in the activities for both genders. Positive emotions, such as "Interested" and "Enthusiastic," displayed increments, while certain negative emotions decreased (Tables III and IV).

The Wilcoxon tests uncovered noteworthy differences in specific emotions before and after the activities. Among men, positive emotions like "Interested" and negative emotions like "Irritable" exhibited significant alterations (Table IV). Among women, there were substantial increases in positive emotions and reductions in negative emotions (Table V).

The Mann-Whitney Test (Table VI) elucidated significant gender- related disparities in the emotional domain. Women demonstrated a higher level of interest (p = 0.005), as well as elevated levels of enthusiasm and inspiration, although these findings approached statistical significance (p = 0.077 and p = 0.088). Additionally, women displayed a more pronounced level of attention (p = 0.071). Conversely, emotions like irritability, tension, and disgust did not exhibit significant gender differences in the data, suggesting parallel emotional responses.

Compliance with Research Hypotheses

The detailed analysis of the fulfilment of the hypotheses, using the Mann-Whitney Test, Paired-Sample T-Test, and Wilcoxon Signed- Rank Test, reveals that the hypothesis of the absence of gender differences in affective change is not fully sustained, as significant changes were observed in several affective variables. The existence of gender-based differences in affective change is confirmed, with more significant post-intervention changes in women, especially in variables such as "Interested," "Enthusiastic," and "Attentive." Although men exhibited significant changes, these were not as pronounced as in women, weakening the hypothesis that post- intervention changes are more significant in men. There is diversity in the direction of affective change and variability depending on the specific affective variable, confirming the hypotheses of diversity and variability in affective change between genders.

The data support hypotheses H1, H2, H4, and H5. Hypothesis H3 does not receive as much support, and H0 is partially contradicted by the findings.

Future Research and Implications for Pedagogical Practice The pedagogical implications of these findings are manifold. They underscore the importance of personalizing teaching to accommodate emotional and interest differences, recognizing and addressing emotional diversity in the classroom, and designing inclusive teaching strategies that take into account the emotional needs of all students. Teacher training and awareness regarding gender-related emotional differences are crucial for enhancing teaching effectiveness. Furthermore, continuous evaluation and reflection on pedagogical practices are essential for effectively addressing the emotional needs of students. The positive emotional changes, especially in women, suggest that active methodologies and critical pedagogy are effective in increasing engagement and participation, which should be promoted. Lastly, the results emphasize the importance of paying attention to the mental health and emotional well-being of students for their holistic development.

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