Course reviews reveal gender differences and other scientific insight about the students who submit them release_gqorcucqkrazzezt5n2a4txqh4

Abstract

Student course reviews are rarely considered as research instruments, yet their ubiquity makes them potentially powerful tools for education data science. To illustrate this potential we utilize a corpus of 11,255 reviews of computer science courses submitted by students at a private research university to observe how students appraise their own learning and give advice to future students. We recover evidence of gendered self-perceptions and care-giving strategies in Computer Science courses. Among submitters: females understate their achievement of learning goals relative to males earning the same grades; females offer lengthier written advice to future students than males; advice written by females exhibits more positive tone. Findings affirm the potential of leveraging course reviews for archival, survey, and quasi-experimental research investigations going forward
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