Geometry achievement and retention showed no significant gender differences in either the GSP or the traditional teaching group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the experimental group, post-test and retention scores did not differ significantly by gender (post-test U=35.00, p=0.434; retention U=31.00, p=0.274). → Kesan 2013 q2 i? In the control group, post-test and retention scores did not differ significantly by gender (post-test U=29.00, p=0.094; retention U=43.50, p=0.535). → Kesan 2013 (2)

Evidence¶

Kesan 2013¶

Kesan, C. & Çalıskan, S. (2013). The effect of learning geometry topics of 7th grade in primary education with dynamic Geometer's Sketchpad geometry software to success and retention. The Turkish Online Journal of Educational Technology, 12(1). https://eric.ed.gov/?id=EJ1008875

q2 · i? · causal · r1

Mann-Whitney U comparisons of male and female students' post-test scores in the experimental group (15 female, 6 male); means were 11.67 and 9.33, with no significant difference. Retention scores likewise showed no significant gender difference.

"it was found that there was not a significant difference between the scores of male and female students gained from the post-test since p>0,05. So, it can be said that computer-aided geometry teaching with Geometer's Sketchpad did not cause a significant difference between the students' achievement levels in terms of gender."

Kesan 2013 (2)¶

Kesan, C. & Çalıskan, S. (2013). The effect of learning geometry topics of 7th grade in primary education with dynamic Geometer's Sketchpad geometry software to success and retention. The Turkish Online Journal of Educational Technology, 12(1). https://eric.ed.gov/?id=EJ1008875

q2 · i? · causal · r2

Mann-Whitney U comparisons in the control group (13 female, 8 male); post-test means were 12.77 (female) and 8.13 (male), not significant at p=0.094. Retention scores also showed no significant gender difference.

"it was found that there was not a significant difference between the scores of male and female students gained from the post-test since p>0,05. So, it can be said that the traditional teaching method did not cause a significant difference between the students' achievement levels in terms of gender."

Discussion¶

Related Claims¶

• Seventh graders learning geometry with GSP dynamic geometry software scored significantly higher on a geometry achievement posttest than peers taught by traditional methods — related
• GSP-taught students retained significantly more geometry learning one month after instruction than traditionally taught students — related
• The experimental group's geometry achievement did not change significantly between posttest and one-month retention test — related
• The control group's geometry achievement did not change significantly between posttest and one-month retention test — related