No significant gender differences in overall chemistry achievement or retention¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Male and female students did not differ significantly on overall achievement (t = -.096, p = .924) or overall retention (t = -.847, p = .398). → Badeleh 2011

Evidence¶

Badeleh 2011¶

Alireza Badeleh. (2011). The Effect of Laboratory Training Model of Teaching and Traditional Method on Knowledge, Comprehension, Application, Skills-Components of Achievement, Total Achievement and Retention Level in Chemistry. i-manager's Journal of School Educational Technology, Vol. 7, No. 1. https://eric.ed.gov/?id=EJ1102743

q2 · i? · causal · r2

Independent sample t-tests comparing male (n = 61) and female (n = 59) students on overall achievement (Table 10) and retention (Table 12, t = -.847, p = .398). No significant difference; equivalence was not tested and no effect sizes are printed.

"the t-value of -.096 was found to be statistically insignificant as the p value of .924 was larger than the cut-off .05. This showed that there was no significant difference between male and female students with respect to post scores in overall achievement in chemistry"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• LTM-taught students achieve significantly higher overall chemistry achievement than traditionally taught students — related
• No significant gender difference in performance among undergraduates taught with blended learning — related
• No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — related
• No significant difference in achievement between male and female students taught with the demonstration method — related
• The effect of games-based instruction on algebraic expressions achievement interacted significantly with gender, favoring male students — related
• The article infers male students performed better than female students using WBI, although its reported gender comparison was not statistically significant — related
• No statistically significant gender difference in chemistry achievement among students taught through computer-based simulations — related
• No significant achievement difference between male and female students taught physics with computer-assisted STAD — related
• No significant gender differences on any component of achievement or retention — a narrower finding that bears on this claim