Male and female students taught algebra with problem-based learning show no statistically significant difference in achievement scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2015 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Among SS1 students taught algebra using PBL, the achievement mean scores of male and female students did not differ significantly (t(426)=1.553, p=.121). → Ajai 2015

Evidence¶

Ajai 2015¶

Ajai, J.T. & Imoko, I.I. (2015). Gender differences in mathematics achievement and retention scores: A case of problem-based learning method. International Journal of Research in Education and Science (IJRES), 1(1), 45-50. https://eric.ed.gov/?id=EJ1105194

q3 · i? · causal · r1

Pre-posttest quasi-experimental study of 261 male and 167 female SS1 students in 10 Nigerian schools taught algebra with PBL for four weeks. Post-test means were 47.03 (female) and 45.62 (male); the article reports "t(426)= 1.553, p=.121", so the null hypothesis was not rejected.

"Gender factor is not significant. This is evident from Table 1 with t(426)= 1.553, p=.121. The implication is that there is no significant difference between the achievement mean scores of male and female students taught algebra using PBL strategy."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Male and female students taught algebra with problem-based learning show no statistically significant difference in retention scores — related
• Under cooperative learning instruction, there was no statistically significant gender difference in trigonometry achievement, though female students scored higher on average — related
• Male students taught algebraic expressions with games achieved significantly higher adjusted scores than female students — related