No significant gender differences in CTAT performance within either educational pathway¶

Claim · All claims
Evidence · 1 study · design r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? No significant gender differences in CTAT scores were observed within either educational pathway, though female students showed slightly higher mean scores in both groups. → Shile Zhang and Shuhan Zhang 2026

Evidence¶

Shile Zhang and Shuhan Zhang 2026¶

Shile Zhang and Shuhan Zhang. (2026). Integrating AI into computational thinking: development and validation of an assessment tool for higher education students. International Journal of STEM Education. https://doi.org/10.1186/s40594-026-00623-0

q3 · i? · design · r2

t-test comparisons of CTAT scores by gender within each pathway in the main study (293 male, 168 female). The article reports no significant gender differences within either pathway; female students showed slightly higher, non-significant means.

"In contrast, no significant gender differences were observed within either educational pathway, a finding consistent with prior studies reporting minimal gender effects on CT performance"

Discussion¶

Learner Variables¶

Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Across nations, boys outperform girls in mathematics by a small average margin while girls outperform boys in reading by a margin three times larger — the general claim this finding bears on, with the studies behind it
No significant gender difference in word-problem performance on either formatted or unformatted test forms — related
College students scored significantly higher on CTAT than vocational school students — related
Girls were on average more accurate than boys in equation rearrangement, with no significant difference in speed — related
Teacher-rated grades show girls rated slightly higher than boys, but gender is unrelated to test performance — related
No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053) — related

Page metadata

Field	Value
`type`	`claim`
`id`	`no-gender-differences-ctat-performance`
`title`	`No significant gender differences in CTAT performance within either educational pathway`
`description`	`No significant gender differences in CTAT performance within either educational pathway`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2026`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-12`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `shile-zhang-and-shuhan-zhang-2026`

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