Gender has no statistically significant main effect on achievement in algebraic word problems¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The ANCOVA main effect of gender was not statistically significant (partial eta squared = 0.044). → Josiah Owolabi & Tobiloba Faith Adaramati 2015

Evidence¶

Josiah Owolabi & Tobiloba Faith Adaramati 2015¶

Josiah Owolabi & Tobiloba Faith Adaramati. (2015). Effects of Graphic Organiser on Students' Achievement in Algebraic Word Problems. Journal of Education and Practice, Vol.6, No.5. https://eric.ed.gov/?id=EJ1083649

q2 · i2 · causal · r1

ANCOVA of post-test achievement scores by gender in the same non-equivalent group design (27 male, 13 female). The article reports the gender main effect as not significant, with partial Eta squared of 0.044, implying gender accounts for 4.4% of variance.

"The table also showed that the main effect of gende r on the students' academic achievement in algebrai c word problem is not statistically significant {F (1.424) = 0.246, p > 0.05)}."

Discussion¶

Related Claims¶

• The interaction of treatment and gender has no statistically significant effect on achievement in algebraic word problems — related
• Achievement differences favor females over males under both teaching conditions, with a small effect — reports the opposite
• Graphic organiser treatment has a significant main effect on students' achievement in algebraic word problems, accounting for 23.5% of post-test variance — related
• Gender has a statistically significant but small main effect on algebra achievement favouring male students — related