Female students had higher math course grades than male students, with no interactions between gender, math anxiety, and intervention group¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was a main effect of gender on course grades favoring female students, but gender did not interact with math anxiety or intervention group. → Rachel G. Pizzie and David J. M. Kraemer 2023

Evidence¶

Rachel G. Pizzie and David J. M. Kraemer 2023¶

Rachel G. Pizzie and David J. M. Kraemer. (2023). Strategies for remediating the impact of math anxiety on high school math performance. npj Science of Learning. https://doi.org/10.1038/s41539-023-00188-5

q3 · i? · causal · r2

LMM with gender, math anxiety, and intervention group as fixed factors: "a main effect of gender on course grades" (χ2(1) = 10.73, p = 0.001) favoring female students, but no gender-by-anxiety (χ2(1) = .23, p = 0.63), gender-by-group (χ2(1) = 0.01, p = 0.89), or three-way interactions (χ2(1) = 0.003, p = 0.96).

"There was a main effect of gender on course grades, χ2(1) = 10.73, p = 0.001, such that female students had higher course grades (M = 80.8, SE = 5.41, 95% CI : 65.4 –96.2) than male students (M = 72.2, SE = 5.47, 95% CI : 57.0 –87.5)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Gender related to students' emotions but showed no significant effects on math grades, while intelligence and SES related positively to grades — reports the opposite
• Change in anxiety across the semester is negatively correlated with course grade and GPA for male students but not female students — related
• Gender moderation of the math anxiety–STEM outcome relations did not reach traditional significance, though effects were near threshold (d ≈ .28) — related
• No GPA difference between male and female older learners, or across faculties — related
• Student personal and educational characteristics (gender, age, grade, GPA, courses taken, SAE type) were descriptively profiled for the 102 participants in the two groups — related