No significant gender difference was found in early numeracy improvement in either experimental group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Wilcoxon tests on children's BIN-IS found no significant differences between males and females in the two experimental groups (p > .05). → Meloni et al. 2017

Evidence¶

Meloni et al. 2017¶

Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti. (2017). IMPACT OF EARLY NUMERACY TRAINING ON KINDERGARTENERS FROM MIDDLE-INCOME FAMILIES. 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017). https://isbnsearch.org/isbn/978-989-8533-68-5

q2 · i? · causal · r1

Two Wilcoxon tests on the BIN improvement score in the 25-child low-ability subsample compared males and females in the two experimental groups. The article reports that results "did not show significant differences between males and females" (p > .05); no effect size was printed, so equivalence was not tested.

"Two Wilcoxon Tests were also performed to test for a gender difference in children’s BIN-IS. Results did not show significant differences between males and females in the two experimental groups (p > .05)."

Discussion¶

Learner Variables¶

• Number Sense — predictor: learners who differ on it differ in outcomes

Related Claims¶

• All three groups (cooperative learning, individual learning, and control) improved significantly in early numeracy from pre-test to post-test over 12 weeks — related
• Within the group learning treatment, female students achieved significantly higher mathematics post-test scores than male students — reports the opposite