Learning from a male model is more enjoyable and leads to greater willingness to receive similar instruction for male students than for female students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The Gender Model x Gender Observer interaction on learning enjoyment was significant; male students enjoyed the male model more than female students did (d = 0.428). → Vincent Hoogerheide 2016 q3 i2 The same interaction pattern appeared for willingness to receive similar instruction (d = 0.528). → Vincent Hoogerheide 2016 (2)

Evidence¶

Vincent Hoogerheide 2016¶

Vincent Hoogerheide, Sofie M. M. Loyens, Tamara van Gog. (2016). Learning from video modeling examples: does gender matter? Instructional Science, 44, 69-86. https://doi.org/10.1007/s11251-015-9360-y

q3 · i2 · causal · r2

2x2 ANOVA on learning enjoyment showed a significant interaction (F(1, 159) = 4.27, p = .040); the follow-up comparison within the male-model condition gave "d = 0.428" (medium effect).

"it was found that learning from a male model was significantly more enjoyable for male students ( M = 5.47, SD = 2.45) than for female students ( M = 4.46, SD = 2.27), t(80) = 2.13, p = .036, d = 0.428 (medium effect; Cohen 1988)."

Vincent Hoogerheide 2016 (2)¶

Vincent Hoogerheide, Sofie M. M. Loyens, Tamara van Gog. (2016). Learning from video modeling examples: does gender matter? Instructional Science, 44, 69-86. https://doi.org/10.1007/s11251-015-9360-y

q3 · i2 · causal · r2

2x2 ANOVA on willingness to receive similar instruction showed a significant interaction (F(1, 159) = 4.02, p = .047); within the male-model condition, male students were more positive, "d = 0.528" (medium effect).

"observing a male model caused male students (M = 7.13, SD = 2.51) to be significantly more positive about receiving similar instruction in the future than female students ( M = 5.82, SD = 2.45), t(80) = 2.39, p = .019, d = 0.528 (medium effect; Cohen 1988)."

Discussion¶

Related Claims¶

• Model-observer gender combination affects mental effort invested during example study: male students invest less effort with a male model, female students more effort with a male model — related
• Observing a male model enhances perceived competence more from pretest to posttest than observing a female model, for both male and female observers — related