Interacciones pedagógicas, género, competencia percibida, desempeño e interés en áreas STEM

This study aimed to analyse the relationship between pedagogical interactions that may vary by gender and perceived competence, performance, and student interest in three STEM subjects (Biology, Systems, Mathematics) from grades 6 to 11. Interactions between teachers and students were filmed, and students were asked to complete a self-report instrument to measure their interest and perceived competence. Data on their performance in the different subjects were also collected. A total of 103 high school students and five teachers from a public institution in Cali participated. The results show mean levels in interest, perceived competence, and performance, with a general decline in these as students progresses through the school years. There were also moderately significant positive correlations between interest and perceived competence. The study revealed that female students showed lower perceived competence compared to male students. Additionally, gender-differentiated interactions were identified in teachers’ evaluative responses, and relationships were established between three types of gender-differentiated interactions and performance, with a positive observed for male students.