Performance-assessment-driven instruction produced significantly higher post-test mathematics achievement for female senior high school students than traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Female students taught with performance assessment-driven instruction scored significantly higher on the mathematics post-test than female students in the control group (40.8 vs 23.6). → 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

Quasi-experimental pre-test-post-test study with intact Form 1 classes at Ghana National College; the female experimental subgroup (M = 40.8) outperformed female controls (M = 23.6) on the post-test. The article reports "a statistically significant difference i n the mathematics achievement between the experimental gr oup and the control group for females"; no effect size is printed.

"The independent samples t-test result indicates tha t there is a statistically significant difference i n the mathematics achievement between the experimental gr oup and the control group for females."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• No significant gender difference in mathematics achievement within the performance-assessment experimental group — related