Mean FCI scores differ significantly between male and female students at a moderate magnitude favoring male students (g = 0.61) across international PER studies¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2·i2medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i2 The pooled random effects estimate of the gender difference in mean FCI scores is g = 0.61 (95% CI [0.51, 0.70]), significant, favoring male students. → Purwoko Haryadi Santoso 2024
Evidence¶
Purwoko Haryadi Santoso 2024¶
Purwoko Haryadi Santoso, Bayu Setiaji, Wahyudi, Johan Syahbrudin, Syamsul Bahri, Fathurrahman, A. Suci Rizky Ananda, Yusuf Sodhiqin. (2024). Exploring gender differences in the Force Concept Inventory using a random effects meta-analysis of international studies. https://arxiv.org/abs/2403.07190
q2 · i2 · quant-synthesis · r2
Random effects meta-analysis of 38 PER studies reporting mean FCI scores by gender, using Hedges' g on pre-instruction FCI data. The pooled estimate was "0.61, 95% CI [0.51, 0.70]", a moderate effect size (g = 0.61), significant with z = 13.0013, p < .05, favoring male students.
"The average gender difference in the mean FCI scores is 0.61, 95% CI [0.51, 0.70] with higher performance in FCI test should be gained by male than female students. This summarized gender difference was significant, 𝑧 = 13.0013, 𝑝 < .05."
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- High between-study heterogeneity exists in pooled FCI gender gap estimates (Q = 215.36, I² = 91.3%, τ² = 0.0620) — related
- Most individual studies report positive gender gaps in mean FCI scores, with effect sizes ranging from -0.15 to 1.5 — related
- Two non-NA studies found female students outperformed male students on the FCI, contrasting the overall pattern — reports the opposite
- Study location (NA vs non-NA) significantly moderates the FCI gender gap, with wider gaps in NA-based studies — related
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