In one word-problem study, females gained significantly when the formatted procedural plan came after an unformatted test, and scored lower when the formatted test came first¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Females in the unformatted-to-formatted sequence showed a significant pre-to-post gain (t = 3.618, p = .001). → Zambo 1994 q2 i? Females who took the formatted test first and the unformatted test second exhibited a loss on the posttest, an effect not present in other groups. → Zambo 1994 (2)

Evidence¶

Zambo 1994¶

Zambo, Ron; Hess, Robert. (1994). The Gender Differential Effects of a Procedural Plan for Solving Mathematical Word Problems. ERIC. https://eric.ed.gov/?id=ED375005

q2 · i? · only a paired t statistic is printed for this finding; no effect size · causal · r1

Paired t-test within the female unformatted-to-formatted group (Table 1: posttest mean 2.545 vs pretest 1.932); only this group's gain reached significance, "(df = 43, t = 3.618, p = .001)".

"In all other cases the post test groups out performed the pre test groups with females in the unformatted to formatted group demonstrating a significant change (pre to post) (df = 43, t = 3.618, p = .001)."

Zambo 1994 (2)¶

Zambo, Ron; Hess, Robert. (1994). The Gender Differential Effects of a Procedural Plan for Solving Mathematical Word Problems. ERIC. https://eric.ed.gov/?id=ED375005

q2 · i? · the article prints no effect size for this finding · causal · r1

Descriptive result from Table 1 (female formatted-to-unformatted group: posttest mean 1.879 vs pretest 2.091); the article reports the loss descriptively with no test statistic for this contrast.

"In fact, female students who received the formatted version first followed by the unformatted actually scored lower on the post test. This was an effect not present for any of the other groups."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect — the general claim this finding bears on, with the studies behind it
• No significant gender difference in word-problem performance on either formatted or unformatted test forms — related
• Repeated measures ANOVA shows significant time-of-testing effect and significant time-by-group interaction on word-problem scores — related
• Sixth graders scored significantly higher on posttests that included the seven-step problem-solving plan than on unformatted posttests — related
• Student interviews indicate the formatted plan demanded more work and time, with mixed perceptions of step helpfulness — related
• Prior research attributes growing male superiority in word problem solving to age, with onset debated between sixth grade and high school — related