Gender differences in absenteeism, engagement and academic performance in first-year blended learning teacher education: a learning analytics study
Supporting Agencies
- Conselleria de Educación Cultura Universidades y Empleo de la Generalitat Valenciana
Abstract
This study examines gender differences in absenteeism, academic performance and engagement of first-year teacher students, a group especially vulnerable to academic failure. Using learning analytics methods, including decision trees and robust statistical techniques, we analyzed multiple data sources from 327 students enrolled in a blended learning program at a Spanish university. Female students showed higher online engagement and attended classes more frequently than male students. In contrast, male students performed better when they autonomously accessed learning materials and quizzes, despite lower class attendance rates. The findings emphasize the need for gender-specific strategies to address disparities in engagement and performance. While female students benefited from structured feedback and regular class attendance, male students relied more on self-directed learning. These insights highlight the importance of tailored interventions in teacher education, offering valuable implications for designing inclusive, blended learning environments that support diverse student needs during the critical first year of higher education.
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