Gender does not significantly affect students' creative thinking in problem solving¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · 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 i? The mean difference in creative thinking scores between female and male students was statistically insignificant. → Robabeh Puran 2017
Evidence¶
Robabeh Puran 2017¶
Robabeh Puran, Mohamad Hasan Behzadi, Ahmad Shahvarani, Farhad Hosseinzadeh Lotfi. (2017). The Effects of Training and Other Factors on Problem Solving in Students. European Journal of Contemporary Education, 6(3): 448-460. https://doi.org/10.13187/ejced.2017.3.448
q2 · i? · causal · r1
Independent samples t-test (Hypothesis 1) on creative thinking scores of 450 second-grade high school students pre-tested in Kashan; Levene's test p = 0.914 accepted variance equality, t = 0.204, df = 449, p = 0.838, mean difference 0.2645. The article reports "the mean difference ... was insignificant"; equivalence was not tested.
"The p-value (0.838) of the t-test for means equity was greater than 0.05, thus the mean difference between the creative thinking scores of female and male students was insignificant."
Discussion¶
Learner Variables¶
- Creativity — predictor: learners who differ on it differ in outcomes
- Problem Solving — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Prior research attributes growing male superiority in word problem solving to age, with onset debated between sixth grade and high school — related
- Male students report significantly higher overall technological self-efficacy than female students (p = 0.001) — related
- Students across all genders perceive scientific citizenship positively — related
- Under concept mapping instruction, male students achieved significantly better than female students in trigonometry — related
- Achievement differences favor females over males under both teaching conditions, with a small effect — related
- 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 — related
- Male students taught with the Target-Task Model significantly outperformed female students on the PTCE — related
- Parents' job type does not significantly affect students' creative thinking — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.