Gender was not a determining factor in FACT efficacy, although only males showed a significant pre-to-post gain¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Two-factor ANOVA found no statistically significant gender difference in pre-test (p=.165) or post-test (p=.088) inquiry scores, and no gender × overall-assessment interaction (post-test p=.920). → Mária Ganajová 2021 q3 i? Within the experimental group, males improved significantly from pre-test to post-test (p=.005) while females did not (p=.253). → Mária Ganajová 2021 (2)

Evidence¶

Mária Ganajová 2021¶

Mária Ganajová, Ivana Sotáková, Stanislav Lukáč, Zuzana Ješková, Veronika Jurková, Renáta Orosová. (2021). Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education. Journal of Baltic Science Education, Vol. 20, No. 2. https://doi.org/10.33225/jbse/21.20.204

q3 · i? · causal · r2

Two-factor ANOVA on experimental-group post-test scores (n=73) with gender and overall assessment factors; neither main effect nor the interaction reached significance.

"Similarly, the post-test did not show statistically significant difference between males and females (p=.088; p>α) or groups of students with different overall assessment at the end of the term (p=.694; p>α). Again, the interaction (gender * overall assessment at the end of the term) was not confirmed: p=.920; p>α."

Mária Ganajová 2021 (2)¶

Mária Ganajová, Ivana Sotáková, Stanislav Lukáč, Zuzana Ješková, Veronika Jurková, Renáta Orosová. (2021). Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education. Journal of Baltic Science Education, Vol. 20, No. 2. https://doi.org/10.33225/jbse/21.20.204

q3 · i? · causal · r2

Paired t-tests within the experimental group by gender: males' mean paired difference .084 (p=.005), females' .027 (p=.253); hypothesis H3 was confirmed on this test.

"In the experimental group, a statistically significant difference in the level of inquiry skills between the pre-test and post-test was identified in males (p=.005; p<α). In females, the development of inquiry skills between the post-test and pre-test was not statistically significant (p=.253; p>α)."

Discussion¶

Related Claims¶

• Only the designing-experiments inquiry skill improved significantly, and its gain correlates with the highest frequency of FACT use — related
• Gender and baseline performance show no significant main effects or interactions with time on long-term training aftereffects, though descriptively the sustainability of effects was higher in the male group — related
• Both male and female students gained from games-based instruction, though the gain was higher for males — related
• Gender had no significant main or interaction effect on post-test scores — related
• No statistically significant difference in acquiring religious concepts attributed to students' gender — related