Abstract: This research article investigates the causal relationship between cognitive biases and the effectiveness of educational programs, employing a feminist approach. While a vast array of educational programs are created and implemented with the intention of enhancing learning outcomes, the influence of cognitive biases on program efficacy is often overlooked. This study aims to address this gap by examining the role of cognitive biases in shaping students’ experiences and outcomes within educational programs, while simultaneously adopting a feminist lens to explore potential gendered effects.
Drawing on theories from cognitive psychology and feminist pedagogy, this research utilizes a mixed-methods design to comprehensively examine the impact of cognitive biases on program effectiveness. Quantitative data will be collected through surveys and performance assessments, allowing for the identification and measurement of cognitive biases exhibited by participants. Additionally, qualitative data will be obtained through interviews and focus group discussions, enabling a deeper understanding of how cognitive biases manifest within educational programs, particularly in relation to gender.
The findings from this research have implications for both program design and pedagogical practices. By exploring the causal relationship between cognitive biases and program efficacy, educational practitioners can gain insight into the mechanisms through which biases might hinder or enhance learning outcomes. Furthermore, by employing a feminist lens, this study aims to uncover potential gendered effects of cognitive biases, shedding light on the ways in which educational programs might perpetuate or challenge existing gender disparities.
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