Jigsaw classroom curbs the widening gender gap in self-reported social competences, reducing the Time-3 gap by 27% versus business-as-usual and 20% versus resource independence¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The gender × time × condition interaction was marginally supported, χ²(4, N = 23,341) = 2.09, p = .079; the gap widened more in the two control conditions than in the Jigsaw condition. → Rudmann 2023 q3 i1 At Time 3 the standardized gender gap was β = -.16 in the Jigsaw condition versus β = -.22 (Business-as-usual) and β = -.20 (Resource independence), a 27% and 20% reduction. → Rudmann 2023 (2)

Evidence¶

Rudmann 2023¶

Rudmann, O., Batruch, A., Visintin, E. P., Sommet, N., Bressoux, P., Darnon, C., ... Butera, F. (2023). Cooperative Learning Reduces the Gender Gap in Perceived Social Competences. A Large-Scale Nationwide Longitudinal Experiment. Journal of Educational Psychology (accepted for publication). https://osf.io/qarxk/?view_only=e772332576a5421cbf61b3092e567ac9

q3 · i? · causal · r2

Model 3 of the multilevel analysis tested the three-way interaction on self-reported social competences; the article states the increase in gender differences was more pronounced in the two control conditions than in the Jigsaw condition.

"our third and focal experimental hypothesis, which focused on the three-way interaction between the conditions, gender, and time, was marginally supported, c2 (4, N = 23,341) = 2.09, p = .079 (see Model 3)."

Rudmann 2023 (2)¶

Rudmann, O., Batruch, A., Visintin, E. P., Sommet, N., Bressoux, P., Darnon, C., ... Butera, F. (2023). Cooperative Learning Reduces the Gender Gap in Perceived Social Competences. A Large-Scale Nationwide Longitudinal Experiment. Journal of Educational Psychology (accepted for publication). https://osf.io/qarxk/?view_only=e772332576a5421cbf61b3092e567ac9

q3 · i1 · causal · r2

Post-hoc comparison of standardized gender differences at Time 3 quantified the gap reduction; the Jigsaw gap (β = -.16) was 27% smaller than Business-as-usual (β = -.22) and, per the article, 20% smaller than Resource independence (β = -.20).

"The gender gap at Time 3 was reduced by 27% in the Jigsaw classroom condition (β = -.16, SE = .05, p = .001) when compared to the Business-as-usual condition (β = -.22, SE = .05, p < .001)"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• The gender gap in self-reported social competences widens over two years of vocational high school — related
• The gender gap in perceived utility value of social competences widens over time — related
• Jigsaw classroom curbs the widening gender gap in perceived utility value of social competences, reducing the Time-3 gap by 50% versus business-as-usual and 25% versus resource independence — related
• The pattern of reciprocal effects does not differ across the ProFAN experimental conditions (jigsaw, cooperation, business-as-usual) — related
• Robustness checks with fixed-effect and first-difference models reproduce the three-way interaction; continuous-time growth curve modelling does not — related