No significant gender difference in mathematics achievement within the performance-assessment experimental group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · 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.
q2 i? Male and female students in the experimental group did not differ significantly in post-test mathematics achievement (M = 45.6 vs M = 40.8), t(39) = .82, p = .42. → Ato Kwamina Arhin & Adelaide Koryoe Offoe 2015
Evidence¶
Ato Kwamina Arhin & Adelaide Koryoe Offoe 2015¶
Ato Kwamina Arhin & Adelaide Koryoe Offoe. (2015). Gender Differences and mathematics Achievement of Senior High School Students: A Case of Ghana National College. Journal of Education and Practice, Vol.6, No.33. https://eric.ed.gov/?id=EJ1083493
q2 · i? · causal · r1
Within-experimental-group comparison of male (M = 45.6, SD = 16.6) and female (M = 40.8, SD = 22.7) post-test scores using a t-test at alpha .05; the null hypothesis was retained. No effect size is printed, so the finding is a non-detection, not a measured null effect.
"The result of the paired sample t-test shows that t here is no statistically significant difference in the mathematics achievement between male and female students from the experimental group (M = 45.6, SD = 1 6.6), (M = 40.8, SD = 22.7), t (39) = .82, p= .42."
Discussion¶
Related Claims¶
- Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — related
- No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — related
- Among students taught with portfolio assessment, post-test geography performance did not differ significantly by gender — related
- Performance-assessment-driven instruction produced significantly higher post-test mathematics achievement for female senior high school students than traditional instruction — related
- Gender differences in mathematics and science achievement are negligible among top-performing math students, while female students show better reading achievement — related
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