Gender has no significant main effect on senior secondary students' achievement in mathematics¶

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

Subclaims¶

q2 i? Female students obtained a slightly higher mean achievement score than male students, but the gender main effect was not statistically significant. → Sabainah Oyebola Akinoso 2015

Evidence¶

Sabainah Oyebola Akinoso 2015¶

Sabainah Oyebola Akinoso. (2015). Teaching Mathematics in a Volatile, Uncertain, Complex and Ambiguous (VUCA) World: The Use of Concrete – Representational – Abstract Instructional Strategy. JISTE Vol. 19, No. 1, 2015. https://eric.ed.gov/?id=EJ1177074

q2 · i? · causal · r1

Same ANCOVA of posttest achievement scores in the quasi-experiment: female mean 20.66, male mean 19.73. The article reports "gender has no significant effect on students’ achievement in mathematics", so hypothesis 2 was rejected; no effect size is printed.

"Table 2 shows that that gender has no significant effect on students’ achievement in mathematics (F (1, 190) = .58; p < .05). Hence hypothesis 2 is, therefore, rejected."

Discussion¶

Related Claims¶

• Senior secondary students taught with CRAIS achieved significantly higher mathematics posttest scores than students taught with modified conventional teaching strategy — related
• No significant gender differences in CTAT performance within either educational pathway — related
• No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — a narrower finding that bears on this claim