The authors argue blended learning could be used to close the gender gap in algebra achievement because male and female students achieved comparably under BL¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The authors conclude that because the treatment-by-gender interaction was non-significant and male and female students held comparable achievement in the BL group, blended learning could be used to close the gap of gender disparity in achievement in algebra. → Ojaleye 2018

Evidence¶

Ojaleye 2018¶

Ojaleye, O. & Awofala, A.O.A. (2018). Blended learning and problem-based learning instructional strategies as determinants of senior secondary school students' achievement in algebra. International Journal of Research in Education and Science (IJRES), 4(2), 486-501. https://doi.org/10.21890/ijres.428286

q2 · i? · causal · r2

Authors' interpretation (type e) of the non-significant interaction and the Table 5 descriptives, in which female BL students' mean difference (7.63, 47.39%) approached male BL students' (8.32, 50.03%) while the TLM female gain was only 0.78 (4.82%). This is an interpretive recommendation, not a separately tested result.

"Thus, blended learning strategy could be used to close the gap of gender disparity in achievement in algebra. Thus, it could be said that the gender variable was not treatment sensitive on achievement in algebra in this study."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Treatment and gender did not interact significantly in their effects on algebra achievement — related
• No significant gender difference in performance among undergraduates taught with blended learning — possibly the same claim (merge candidate)
• No significant gender difference in performance among undergraduates exposed to e-learning — related