No significant gender differences on any component of achievement or retention¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Four independent t-tests per outcome found no statistically significant male-female differences in knowledge, comprehension, application or skills components of achievement or retention. → 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 · r1

Component-level gender comparisons for achievement (Table 11: t = -.785, -.106, .361, -.833) and retention (Table 13: t = -1.031, -1.092, .375, -.792), male n = 61, female n = 59. None significant; no effect sizes printed.

"The results of the four independent sample t-tests applied for the four components as Table 11 shows that in none of the four cases the differences between the means of the male and female students were statistically significant"

Discussion¶

Related Claims¶

• No significant gender differences in overall chemistry achievement or retention — a broader claim this one bears on
• No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students — related
• Gender moderates the retention benefit of text production: significant for female learners at 24 hours only, not for male learners — reports the opposite
• No significant sex differences in reading scores emerged in any of the three strategy groups — related