标题： 发展评估学习体验的方法 显示英文标题

标题： Developing Assessment Methods for Evaluating Learning Experience

摘要： 本研究旨在调查选修概率与统计课程的工程专业学生基于性别的学习体验，重点关注四种不同的评估方法，即直接概念学习（DCL）、研讨会、应用部署和协作学习。 本研究涵盖299名工程专业学生，其中包括90名女性和209名男性。 采用多元方差分析（MANOVA）以深入了解评估方法之间的复杂交互及其对学生学习的影响。 统计分析的结果显示，在直接概念学习、研讨会和应用部署的评估方法中，女性和男性工程专业学生的学业成绩存在显著差异。 研究结果表明，在协作学习的评估方法中，女性和男性工程专业学生的学业成绩没有显著差异。 图形表示直观地证实了在直接概念学习、研讨会和应用部署方面存在显著差异，同时表明在协作学习方面，女性和男性工程专业学生之间不存在显著差异。 显示英文摘要

摘要： This research aims to investigate the gender-based learning experiences of engineering students enrolled in the Probability and Statistics course, focusing on the four different assessment methods employed namely direct conceptual learning (DCL), symposium, applied deployment and collaborative learning. The study encompasses 299 engineering students, comprising 90 females and 209 males. Multivariate Analysis of Variance (MANOVA), is used to gain deeper insights into the complex interplay between assessment methods and their influence on student learning. The results of the statistical analysis reveal that there are significant differences in the learning outcomes between female and male engineering students in the assessment methods of direct conceptual learning, symposium, and applied deployment. The findings suggest that there is no significant difference in the learning outcomes between female and male engineering students in the collaborative learning assessment method. The graphical representation visually confirms the significant differences in direct conceptual learning, symposium, and applied deployment, while illustrating no significant difference in collaborative learning between female and male engineering students.