Under cooperative learning instruction, there was no statistically significant gender difference in trigonometry achievement, though female students scored higher on average¶

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? Female students exposed to cooperative learning had a higher mean achievement score (23.3) than male students (20.5), but the difference was not statistically significant (p = 0.789). → 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 cooperative learning group (Table 6: 37 males, 33 females), females' mean gain of 5.20 exceeded males' 3.80, but Table 7 ANCOVA gives gender F = 0.20, p = 0.789 — "no statistical significant mean difference"; equivalence was not tested.

"the p‐value of 0.789 based on gender (males and females) in achievement in trigonometry from the use of cooperative learning strategy is strictly greater than α=0.05. This shows that there is no statistical significant mean difference in the achievement of the students in trigonometry based on gender"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Under concept mapping instruction, male students achieved significantly better than female students in trigonometry — related
• No statistically significant gender difference in chemistry achievement among students taught through computer-based simulations — related
• No significant gender difference in performance among undergraduates exposed to e-learning — related
• No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — related