Gender has no significant effect on junior secondary mathematics achievement when controlling for pretest¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2012 · 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.
q3 i? The effect of gender on achievement in mathematics yields the result F (1, 237) = 0.004, P > 0.05. → James and Folorunso 2012
Evidence¶
James and Folorunso 2012¶
Ajogbeje Oke James & Alonge Micheal Folorunso. (2012). Effect of Feedback and Remediation on Students’ Achievement in Junior Secondary School Mathematics. International Education Studies, 5(5). https://doi.org/10.5539/ies.v5n5p153
q3 · i? · causal · r2
Quasi-experimental study of 240 junior secondary two students in three Nigerian schools. ANCOVA of posttest scores by gender yielded F(1, 237) = 0.004, p > 0.05, indicating no statistically significant difference between male and female students in mathematics achievement after correcting for pretest differences.
"The summary of ANCOVA presented in table 5 showed that the effect of gender on achievement in mathematics yields the result F (1, 237) = 0.004, P > 0.05."
Discussion¶
Related Claims¶
- Socio-economic status has no significant effect on junior secondary mathematics achievement when controlling for pretest — related
- The three-way interaction of gender, socio-economic status, and treatment is statistically significant for mathematics achievement — related
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