Factors Influencing Cooperative and Competitive Decisions in STEM Courses

Abstract

To explore factors that may inform teaching and learning in STEM education, we investigate individual and situational factors influencing students’ cooperative versus competitive responses in a classroom, extra-credit problem social dilemma in core biology and engineering courses. We were curious how our competitive academic environment coupled with our cooperative military training impacts student decision-making. Analysis variables included class year (proxy for maturity), gender, group size, and number of exposures to the dilemma. Our results (N=2654) reveal significant main effects and interactions, with the largest effects often seen in women. To achieve more cooperative decision-making, instructors could create multiple small-group experiences and explicitly engage in and discuss cooperative decision-making. In addition to enhancing learning experiences for students, these activities could help initiate a climate shift to stimulate retention of women in STEM fields and overall achieve more cooperative decision-making.