No significant sex differences in incoming GPA or physics course grade despite sex differences in anxiety¶
Claim · All claims
Evidence · 1 study · associationalr1·q3·i1small
Currency · newest study 2019 · 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.
q3 i1 Male and female students did not differ significantly in incoming GPA or final physics course grade, with small printed effect sizes (d = 0.293 and d = 0.286). → Ariel A. Gonzalez 2019
Evidence¶
Ariel A. Gonzalez 2019¶
Ariel A. Gonzalez, Katherine L. Bottenhorn, Jessica E. Bartley, Timothy Hayes, Michael C. Riedel, Taylor Salo, Elsa I. Bravo, Rosalie Odean, Alina Nazareth, Robert W. Laird, Matthew T. Sutherland, Eric Brewe, Shannon M. Pruden and Angela R. Laird. (2019). Sex differences in brain correlates of STEM anxiety. npj Science of Learning 4:18. https://doi.org/10.1038/s41539-019-0058-9
q3 · i1 · associational · r1
Mann–Whitney comparisons of incoming GPA and final physics course grade between female and male students in the 101-student cohort; first-year students with zero GPA (2F, 6M) were excluded from the GPA analysis. Both comparisons were non-significant with printed effect sizes d = 0.293 and d = 0.286; equivalence was not tested.
"No signi ficant sex differences were observed for incoming GPA (UGPA = 1051.5, P = 0.838, d = 0.293) or physics course grade ( Ugrade = 1056.5, P = 0.148, d = 0.286)."
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- Change in anxiety across the semester is negatively correlated with course grade and GPA for male students but not female students — related
- Anxiety is negatively correlated with physics course grade and GPA in sex-specific patterns at pre- and post-instruction — related
- Female undergraduate physics students report higher science, spatial, math, and clinical anxiety than male students at both pre- and post-instruction — related
- Gender related to students' emotions but showed no significant effects on math grades, while intelligence and SES related positively to grades — related
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