No significant gender difference in particle-concept gains from the courseware (male N-gain 0.45 vs female 0.65, p = 0.265)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The increase in particle-concept understanding did not differ significantly between male and female students (Mann Whitney significance 0.265), despite differing N-gain magnitudes. → Sopandi 2018

Evidence¶

Sopandi 2018¶

Sopandi, W., Kadarohman, A., Rosbiono, M., Latip, A., & Sukardi, R. R. (2018). The Courseware of Discontinuous Nature of Matter in Teaching the States of Matter and Their Changes. International Journal of Instruction, 11(1), 61-76. https://doi.org/10.12973/iji.2018.1115a

q2 · i? · causal · r1

Mann Whitney test on pretest-posttest N-gain scores of 31 male and 34 female students in the particle-concept sample. The article reports "no significant difference on the increase of the understanding of the particle concept between male and female groups"; no effect size is printed.

"The N-gain average score difference between male and female groups gave significance score of 0.265. This score shows that there is no significant difference on the increase of the understanding of the particle concept between male and female groups."

Discussion¶

Related Claims¶

• Courseware on the discontinuous nature of matter increases junior high students' understanding of the particle concept for both male and female students — related
• Gains in drawing the sub-microscopic level of changing states of matter after a courseware unit did not differ significantly between male and female students — related