No significant gender differences in knowledge pretest scores or learning gains after Web-based collaborative inquiry¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Boys and girls do not differ significantly with respect to knowledge pretest scores or learning gain scores after the Web-based inquiry project. → Annelies Raes 2013
Evidence¶
Annelies Raes 2013¶
Annelies Raes, Tammy Schellens, and Bram De Wever. (2013). Web-based Collaborative Inquiry to Bridge Gaps in Secondary Science Education. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2013.836656
q3 · i? · causal · r1
Multilevel Model 1 fixed-effect results from the pretest/posttest study. The Girl coefficient on pretest was −0.86 (SE 0.60) and Girl × Learning Gain was 1.22 (SE 0.82), neither statistically significant. Equivalence was not tested.
"The results presented in Model 1 indicate that no significant main effects were found regarding gender with respect to both pretest scores and learning gain in knowledge. This means that overall, boys and girls do not differ significantly with respect to knowledge pretest scores or learning gain scores."
Discussion¶
Related Claims¶
- Dyad composition by gender and achievement level is not a confounding variable for knowledge acquisition after Web-based collaborative inquiry — related
- Female low achievers from the general track started with the lowest knowledge scores but achieved the highest learning gains in Web-based collaborative inquiry — reports the opposite
- A Web-based collaborative inquiry project produces significant overall learning gains in science knowledge in secondary classrooms — a broader claim this one bears on
- All student groups benefited equally in inquiry skills improvement after Web-based collaborative inquiry, with no significant effects of gender, achievement level, or academic track — related
- Increases in the percentage of students in the Harlem Fitness Zone were generally larger for boys than for girls — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-gender-difference-knowledge-web-inquiry |
title |
No significant gender differences in knowledge pretest scores or learning gains after Web-based collaborative inquiry |
description |
No significant gender differences in knowledge pretest scores or learning gains after Web-based collaborative inquiry |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — annelies-raes-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.