Under authentic learning, girls outperformed boys at posttest although both genders improved¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Posttest scores differed significantly between girls and boys in the experimental group (p = .007, η² = .08), with no pretest difference. → Gürgil 2018 q2 i2 The time-gender interaction was significant (η² = .068), which the article calls a moderate effect. → Gürgil 2018 (2)

Evidence¶

Gürgil 2018¶

Fitnat Gürgil. (2018). The Effect of Authentic Learning Approach in Social Studies Teaching on the Academic Success. Universal Journal of Educational Research 6(10): 2061-2068. https://doi.org/10.13189/ujer.2018.061002

q2 · i2 · causal · r2

Independent-samples t-tests on the 92 experimental-group students (46 girls, 46 boys). Posttest means were 24.43 for girls and 22.65 for boys; the article states "girls were found to be more successful than boys" despite both improving.

"Findings (Table 8) obtained show that there is a statistically significant difference in posttest scores between girls and boys (p = .007, η2 = .08 ), while there is no statistically significant difference in pre -test scores between girls and boys (p = .347, η2 = .010)."

Gürgil 2018 (2)¶

Fitnat Gürgil. (2018). The Effect of Authentic Learning Approach in Social Studies Teaching on the Academic Success. Universal Journal of Educational Research 6(10): 2061-2068. https://doi.org/10.13189/ujer.2018.061002

q2 · i2 · causal · r2

Mixed between-within ANOVA on experimental-group scores with time and gender as factors. The gender main effect was also significant (F = 6.48, p = .013, η² = .067); the article states "both effect sizes are moderate" by Cohen's criteria.

"Findings obtained (Table 7) show that there is a statistically significant interaction between gender and time, Wilks' Lambda = .93, F (1,90) = 6.57, p = .000, η2 = .068."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

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