No statistically significant gender difference in eighth graders' conceptual understanding of electric circuits¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Male and female students did not differ significantly on the conceptual posttest after ANCOVA adjustment (F(1, 270) = .809, P=.369). → Ali Khalid Ali Bawaneh 2010

Evidence¶

Ali Khalid Ali Bawaneh 2010¶

Ali Khalid Ali Bawaneh, Ahmad Nurulazam Md Zain, & Salmiza Saleh. (2010). The Effect of Herrmann Whole Brain Teaching Method on Students' Understanding of Simple Electric Circuits. European Journal of Physics Education, Vol. 2 No. 2, ISSN 1309 7202. https://portal.issn.org/resource/ISSN/13097202

q2 · i? · causal · r2

ANCOVA on posttest scores with pretest as covariate compared males (n=139, mean 9.48) and females (n=134, mean 9.76); the article reports the difference "was not statistically significant", and the descriptive mean difference favored females.

", F(1, 270) = .809, P=.369. The mean of the male students' scores was 9.4820; the mean of female students' scores was 9.7687. The difference between the two means (0.867) favored the females, but this difference was not statistically significant."

Discussion¶

Related Claims¶

• Eighth graders taught with the Herrmann Whole Brain Teaching Method significantly outperformed conventionally taught peers on conceptual understanding of simple electric circuits — related
• No significant interaction between teaching method and gender on conceptual understanding of electric circuits — related
• Eighth graders in both conditions performed poorly on the electric-circuits pretest, confirming prevalent misconceptions — related
• No significant gender difference in performance among undergraduates exposed to e-learning — a broader claim this one bears on