No significant difference in mathematics achievement due to gender among third graders¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The gender effect on posttest achievement was not statistically significant (sig. 0.773, effect size 0.001). → Yaghmour 2016

Evidence¶

Yaghmour 2016¶

Kholoud Subhi Yaghmour. (2016). Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics. Journal of Education and Practice, Vol.7, No.5. https://eric.ed.gov/?id=EJ1092394

q2 · i? · causal · r2

Two Way ANCOVA on posttest achievement of 97 third graders: gender F = 0.084, sig. 0.773, effect size 0.001 — not significant at α=0.05. The author ascribes this to blended teaching decreasing achievement differences between the classes and to equivalent efforts by male and female students.

"the sig. of the gender va riable (male, and female) was (0.773), which is hig her than (α=0.05), which indicates the lack of signific ant difference between the means of the performance of the participants of the study in the items of the achievement posttest ascribed to the variable of gender"

Discussion¶

Learner Variables¶

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

Related Claims¶

• No significant interaction between teaching strategy and gender on third-grade mathematics achievement — related
• No statistically significant interaction between instructional method and gender on scientific concepts acquisition — related
• No statistically significant post-test difference between male and female students within the Prezi experimental group — related
• No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related
• No significant interaction between teaching method and gender on Arabic oral skills achievement — related