Gender has a statistically significant but small main effect on algebra achievement favouring male students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The main effect of gender on students' achievement in algebra was statistically significant, with gender accounting for 1.9% of the overall (effect+error) variability, which the article calls a small effect. → Ojaleye 2018

Evidence¶

Ojaleye 2018¶

Ojaleye, O. & Awofala, A.O.A. (2018). Blended learning and problem-based learning instructional strategies as determinants of senior secondary school students' achievement in algebra. International Journal of Research in Education and Science (IJRES), 4(2), 486-501. https://doi.org/10.21890/ijres.428286

q3 · i1 · causal · r2

ANCOVA of posttest algebra scores by gender in the same quasi-experimental study (204 males, 184 females). The article reports "η 2p=0.019" and states this "suggested a small effect for gender (Cohen, 1988)"; descriptive posttest means were 23.12 for males and 21.33 for females.

"Analysis of the posttest algebra scores of male and female students using the Analysis of Covariance as contained in Table 6 above showed that the difference in means between the male and female students was statistically significant (F (1,387)=7.27, p=0.007, η 2p=0.019)."

Discussion¶

Related Claims¶

• Achievement differences favor females over males under both teaching conditions, with a small effect — reports the opposite
• Post-achievement differed significantly by gender in favor of males — possibly the same claim (merge candidate)
• Gender has no statistically significant main effect on achievement in algebraic word problems — related
• The article infers male students performed better than female students using WBI, although its reported gender comparison was not statistically significant — related
• Gender has no significant main effect on gifted students' post-test achievement in the study — reports the opposite
• Treatment and gender did not interact significantly in their effects on algebra achievement — related