Boys responded faster than girls on the test, but the response-time difference did not affect achievement¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Girls answered, on average, about 7 seconds later than boys for correct answers, incorrect answers and non-answers, and boys responded faster to 31 out of 32 items. → Srdjan Verbić & Boris Tomić 2008 q2 i? The difference in response times between boys and girls did not affect their achievement; the authors cannot say either group performed better. → Srdjan Verbić & Boris Tomić 2008 (2)

Evidence¶

Srdjan Verbić & Boris Tomić 2008¶

Srdjan Verbić & Boris Tomić. (2008). Test item response time and the response likelihood. Institute for Education Quality and Evaluation. http://sepp.ceo.edu.rs/moodle/mod/resource/view.php?id=25

q2 · i? · the article prints no effect size for this finding · associational · r1

Group comparison of response times in the physics trial test (164 boys, 188 girls). Girls' incorrect answers and non-answers also took longer (7 and 14 seconds respectively), and boys responded faster to 31 of 32 items.

"There is significant difference between characteristic response times of boys and girls on this test. Girls were answering correctly to an item, in average, 7 seconds later."

Srdjan Verbić & Boris Tomić 2008 (2)¶

Srdjan Verbić & Boris Tomić. (2008). Test item response time and the response likelihood. Institute for Education Quality and Evaluation. http://sepp.ceo.edu.rs/moodle/mod/resource/view.php?id=25

q2 · i? · associational · r1

The authors' comparison of achievement across gender groups in the same test found no performance difference attributable to response speed; equivalence was not formally tested.

"Difference in response times of boys and girls did not affect their achievement. We can not tell that boys perform better than girls or vice versa, but we certainly can say that boys respond faster."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Across nations, boys outperform girls in mathematics by a small average margin while girls outperform boys in reading by a margin three times larger — the general claim this finding bears on, with the studies behind it
• DIF was found for four items but could not be anticipated from differential response times between boys and girls alone — related
• The negative response time–likelihood trend holds for boys (R=-0.22) but not for girls (R=+0.04) — related
• Mean response likelihood does not differ significantly between boys and girls, but its variance is 1.46 times greater for girls — related
• Rapid responding was rare (0.3% of responses under 5 seconds) on this instructed low-stakes test, far below previously reported low-stakes levels — related
• Boys and girls do not differ in the type of mental models of the day and night cycle they hold — related
• No significant difference between boys and girls in the degree of animistic or anthropomorphic explanation — related
• The experimental group answered achievement tests faster (6.18 minutes) than the control group (7.51 minutes) — related
• Education Corps tutoring effects are stronger for boys (+0.33) than for girls (near zero), attributed to girls benefiting more from Tier 1 instruction — related
• Ability and speed are negatively correlated, and the reading test's ability estimates are more affected by speed than the math test's — related
• Gender findings on adolescent creativity are mixed and depend on the domain or topic of the creativity test — a broader claim this one bears on
• Girls were on average more accurate than boys in equation rearrangement, with no significant difference in speed — related
• The learning benefit of mathematics test practice is larger for boys than for girls — related
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