Students' graphics decoding performance improved each year from Grade 4 to Grade 6 across all six graphical languages¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 A significant main effect for year was found in the 3(year) x 2(gender) x 6(graphical languages) MANCOVA (partial η2 = .12), with post-hoc differences across all six languages. → Lowrie 2010

Evidence¶

Lowrie 2010¶

Lowrie, Tom and Diezmann, Carmel. (2010). Solving graphics tasks: Gender differences in middle-school students. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2009.11.005

q3 · i2 · associational · r2

Three-year repeated measures MANCOVA of GLIM scores (Grades 4, 5, 6, administered approximately 12 months apart) with Raven's score as covariate. The analysis found "statistically significant main eff ects for both the year" (partial η2 = .12) and gender, and post-hoc analyses revealed significant differences across all six graphical languages over time.

"There were statistically significant main eff ects for both the year, Pillai’s trace = .237, F (6, 1020) = 22.92, p < .001, partial η2 = .12, and gender, Pillai’s trace = .682, F (6, 1020) = 15.23, p < .001, partial η2 = .40."

Discussion¶

Related Claims¶

• The gender gap in graphics decoding remained stable over three years, with no gender-by-year interaction — related