No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Independent-samples t-tests found no statistically significant differences between male and female students in knowledge mastery, skill application, competency development, or overall perceived learning outcomes. → Song Yafeng 2026

Evidence¶

Song Yafeng 2026¶

Song Yafeng, Zhao Kangjian, Li Li, Dong Wei. (2026). Research on the Impact of Generative Artificial Intelligence Usage Behavior on the Learning Outcomes of Higher Vocational Students. Behavioral Sciences. https://doi.org/10.3390/bs16071166

q2 · i? · associational · r2

Independent-samples t-test comparing male (n = 388) and female (n = 722) students in the 1110-response survey. The article reports p > 0.05 for all sub-dimensions and the overall score; no effect size is printed, so equivalence was not tested.

"Test results were p > 0.05, indicating no statistically significant differences between male and female students in knowledge mastery, skill application, competency development, or overall perceived learning outcomes."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Male students are significantly more work-avoidant than female students in the project-based course, with no gender differences on the other measures — related
• Male students report significantly higher overall technological self-efficacy than female students (p = 0.001) — related
• Female student teachers score significantly higher on performance goal orientation than male students, with no gender differences on the other dimensions — related
• Gender differences in AI perception scores appear only in the overall score and attitudes dimension, with males scoring higher — related
• Gender is associated with small differences in GenAI use, literacy, and monitoring, while educational level shows no significant differences — related
• Gender, age and English proficiency show nuanced group differences in chatbot attitudes and concerns — related
• After gamified security training, female students gave more positive confidence and format-preference ratings than male students (descriptive survey percentages, no inferential test) — related
• Male faculty report modestly higher self-perceived GenAI knowledge than female faculty in TK and TPK, with small effect sizes — related
• Gender was not significantly correlated with social–emotional competence in this sample, though it functioned as a moderator — related
• Perceived learning outcomes differ across grades only in the skill application dimension, with first-year students scoring significantly higher than second-year students — related
• Student gender showed no detectable effect on rubric-based teaching quality scores, though the analysis was underpowered — related
• The technological gender gap emerges only within Technology-oriented pathways, with parity in Arts and Sciences — related
• Female students performed significantly worse than male students overall, and learning effects of experience were higher for male students — related
• Gender disparities in CT education show a very small but statistically significant overall effect favoring males (g = 0.106) — related
• All dimensions of perceived learning outcomes differ significantly across major categories, with Education, Food/Pharmaceuticals and Transportation students scoring higher than Civil Engineering, Biology/Chemical and Electronics students — related
• No gender differences in writing self-efficacy were found in any included postsecondary study — related
• The exam playbook intervention showed no statistically significant treatment-effect differences by gender, race, class standing, or prior performance — related
• The review reports that highly competent PALs increased learners' application of acquired knowledge while low-competent PALs increased self-efficacy — related
• Gender related to students' emotions but showed no significant effects on math grades, while intelligence and SES related positively to grades — related
• The effect of Tekster does not depend on student gender — related