The learning benefit of mathematics test practice is larger for boys than for girls¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The effect of mathematics practice on subsequent math performance was significantly larger for boys (b = 4.12, SE = 1.41) than for girls (b = 0.34, SE = 1.11), with a formal test rejecting equal effects (p = 0.045). → Avvisati 2020

Evidence¶

Avvisati 2020¶

Avvisati, F., & Borgonovi, F. (2020). Learning Mathematics Problem Solving through Test Practice: a Randomized Field Experiment on a Global Scale. Educational Psychology Review, 32, 791–814. https://doi.org/10.1007/s10648-020-09520-6

q3 · i? · causal · r3

Moderation analysis (model 8 in Table 4) in the same randomized field experiment (N = 19,355), interacting the continuous math-practice treatment with student sex. "significantly larger for boys" with the reported coefficients; the formal test of equal effects was rejected at p = 0.045.

"The observed learning effect of mathematics problem-solving practice was significantly larger for boys ( bboy = 4.12, SE boy = 1.41) than for girls, whose estimated effect is close to zero (bgirl =0 . 3 4 ,SEgirl = 1.11). A formal test rejected equal effects (bboy–bgirl =3 . 7 8 ,SE=1 . 8 9 ,p = 0.045)"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Across nations, boys outperform girls in mathematics by a small average margin while girls outperform boys in reading by a margin three times larger — a broader claim this one bears on
• The mathematics sex difference favoring boys is more consistently found among higher-achieving nations, with considerable variability among lower-scoring countries — related
• SAT scores underpredict the academic performance of high school girls, who average lower scores than boys despite higher grades — related
• Boys responded faster than girls on the test, but the response-time difference did not affect achievement — related
• Mathematics test practice does not improve domain-general problem-solving ability — related
• Mathematics anxiety does not moderate the effect of mathematics test practice on subsequent performance — related
• Boys outperform girls on algebra word problems, function mapping, equation memory, and arithmetic fluency, with no sex differences on other mathematics measures — related