Student gender showed no detectable effect on rubric-based teaching quality scores, though the analysis was underpowered¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i0 negligible
Currency · newest study 2026 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i0 Mann-Whitney U tests found no significant difference in any dimension or total score between male (n=7) and female (n=15) students (79.1 vs 80.1; P=.82; Cohen d=0.07). → Zhang Hui 2026

Evidence¶

Zhang Hui 2026¶

Zhang Hui, Qu Lihui, Zheng Jianmin, Xiong Yi, Bai Hongbo, Ji Ruiying, Liu Guohui, Chen Wanling, Cheng Zirui, Chen Youbang, Yang Chun-tao. (2026). What Platform Scores Miss: Multidimensional Evaluation of AI Teaching Agents in Medical Education. JMIR Medical Education. https://doi.org/10.2196/96819

q2 · i0 · associational · r1

Exploratory gender comparison across all 8 rubric dimensions using Mann-Whitney U tests on dialogues from 7 male and 15 female students; the article reports "Cohen d=0.07 for total score" and no significant differences.

"No significant difference was detected in any dimension or in total score (79.1 vs 80.1; P=.82; all dimension-level P>.05; Cohen d=0.07 for total score)."

Discussion¶

Learner Variables¶

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

Female physical education teachers endorse progressivism and existentialist education more, and male teachers endorse perennialism and essentialism more, with no significant gender difference for reconstructivism — related
No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students — related

Page metadata

Field	Value
`type`	`claim`
`id`	`gender-no-detectable-effect-underpowered`
`title`	`Student gender showed no detectable effect on rubric-based teaching quality scores, though the analysis was underpowered`
`description`	`Student gender showed no detectable effect on rubric-based teaching quality scores, though the analysis was underpowered`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2026`
`source_checked`	`2026-10-18`
`generated`	by `process:wiki-ingest` on `2026-10-12`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `zhang-hui-2026`

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