When applied to the "real world" one might even suggest that the ways in which women learn are more likely to be used realistically than the way in which men learn. Thus, this test can be questioned. Does it really measure knowledge, or just the way that college education tends to present evaluations, and does this suggest that while women perform poorly on academic evaluations, they perform well on applicability tests. Questions

In what ways does technology advance or hinder the learning of students of different socioeconomic backgrounds? Are students of a higher socioeconomic background helped by technology in education because they are familiar with the technology? Likewise, are those of a lower socioeconomic background hindered?

How does the classroom of students with wide age gaps compare to the classroom of students with relatively low age gaps?
Do classrooms with great age diversity show higher rates of retention or lower rates of retention?

Is there a connection between tuition payment and student motivation? If students are paying large amounts of tuition out of their own pockets, are they more likely to be motivated to succeed and vice versa?

Do international students perform better in math and science classes than students from the United States?

Do students with a stated major tend to be more focused than students who are still undecided?