Under concept mapping instruction, male students achieved significantly better than female students in trigonometry¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The gender difference in achievement under concept mapping was statistically significant (p = 0.003), with male mean gain 0.74 versus female mean gain 0.51. → T. D. Bot & John E. Eze 2016

Evidence¶

T. D. Bot & John E. Eze 2016¶

T. D. Bot & John E. Eze. (2016). Effects of concept mapping and cooperative learning strategies on senior secondary school students' achievement in trigonometry in Kano state, Nigeria. European Journal of Science and Mathematics Education, 4(1), 56-66. https://eric.ed.gov/?id=EJ1107765

q2 · i? · causal · r2

Within the concept mapping group of the quasi-experiment (Table 4: 38 males, 32 females), males' mean gain of 0.74 exceeded females' 0.51; Table 5 ANCOVA gives gender F = 8.702, "the p‐value of 0.003 for gender is less than α=0.05". No effect size printed.

"the post‐test achievement mean score of the male students exposed to concept mapping was 13.74 while that of female students was 13.70. The mean gain for the male students (0.74) was better than the mean gain for the female students (0.51)"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Under cooperative learning instruction, there was no statistically significant gender difference in trigonometry achievement, though female students scored higher on average — related
• No significant difference in achievement between male and female students taught basic science with concept mapping — reports the opposite
• SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — related
• Gender did not significantly interact with concept mapping to affect achievement, but a significant interaction of group and method emerged for cooperative learning — reports the opposite