Male students taught algebraic expressions with games achieved significantly higher adjusted scores than female students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among students in the study, the gender effect was significant (F = 80.374, p < 0.05), with males (adjusted mean 79.44) outperforming females (adjusted mean 64.95). → Okpube Nnaemeka Michael 2016

Evidence¶

Okpube Nnaemeka Michael 2016¶

Okpube Nnaemeka Michael, Anugwo M. N. (2016). Card Games and Algebra Tic Tacmatics on Achievement of Junior Secondary II Students in Algebraic Expressions. International Journal of Evaluation and Research in Education (IJERE). http://iaesjournal.com/online/index.php/IJERE

q3 · i? · causal · r2

ANCOVA of male and female students taught with games and without games (Table 5) showed a significant gender effect (F = 80.374, p < 0.05). Male students had an adjusted mean of 79.44 (SD 8.14, n = 71) versus 64.95 (SD 7.06, n = 65) for females, so "the male students achieved better than their female counterparts".

"From the result in Table 5, the games favored significantly the male students than their female counterparts. That is, the male students achieved better than their female counterparts."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related
• The effect of games-based instruction on algebraic expressions achievement interacted significantly with gender, favoring male students — related
• Both male and female students gained from games-based instruction, though the gain was higher for males — related
• Among students taught with portfolio assessment, post-test geography performance did not differ significantly by gender — related
• Achievement differences favor females over males under both teaching conditions, with a small effect — reports the opposite
• No significant gender difference in performance among undergraduates taught with blended learning — reports the opposite
• No significant gender difference in performance among undergraduates exposed to e-learning — reports the opposite