Female students in the experimental group showed significantly higher maths gains than female controls, while males did not differ¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Design limits · Fabian 2018: the intervention came bundled with another change; groups were assigned but students were analysed as independent · Fabian 2018 (2): the intervention came bundled with another change (read from the study by two models, 2026-10-28)

Subclaims¶

q2 i3 Significant difference in gain scores between female experimental and female control students, t(25) = 3.098, p = 0.005, d = 1.19. → Fabian 2018 q2 i? No significant difference in gains between male experimental and male control students. → Fabian 2018 (2)

Evidence¶

Fabian 2018¶

Fabian, K., Topping, K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics: effects on student attitudes and achievement. Education Tech Research Dev. https://doi.org/10.1007/s11423-018-9580-3

q2 · i3 · causal · r1

Cross-group gender comparison in the quasi-experimental study found a significant gain-score difference for girls, t(25) = 3.098, p = 0.005, d = 1.19, a large effect favouring the tablet group.

"but found a significant difference between female students of the experimental group and the girls in the control group, t(25) = 3.098, p = 0.005, d = 1.19."

Fabian 2018 (2)¶

Fabian, K., Topping, K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics: effects on student attitudes and achievement. Education Tech Research Dev. https://doi.org/10.1007/s11423-018-9580-3

q2 · i? · causal · r1

The same cross-group comparison found no significant difference for boys, t(23) = 1.441, p = 0.163, d = 0.58; equivalence was not tested.

"An independent t-test of the gains in maths test score between male students in the tablet and male students in the control group found no significant difference, t(23) = 1.441, p = 0.163, d = 0.58"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Mobile-supported collaborative learning produced higher maths-test gains than no-treatment control — a broader claim this one bears on
• Male secondary students report significantly higher STEM career interest than female students across AI, computer science, and engineering at baseline — related
• Female students reported significantly lower initial self-efficacy for quantitative biology problems than male students, with small effect sizes — related
• Male students report significantly higher overall technological self-efficacy than female students (p = 0.001) — related
• CT self-efficacy gains varied by gender, grade, and prior Minecraft experience, with significant increases for female students, Grade 8 students, and students with limited Minecraft experience — related
• Gender showed no significant effect on test outcomes — related