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

Claim · All claims
Evidence · 1 study · associational r2 · 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, retention mean scores of male and female students did not differ significantly (t=0.508, p=.611). → 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? · associational · r2

Retention test following the four-week PBL algebra unit in the same quasi-experiment: female retention mean 50.72 (SD 8.25), male 50.29 (SD 9.68). The article reports the gender t-ratio of 0.508 as "not significant (p= .611)", so the null hypothesis was not rejected.

"The t-ratio for gender factor as shown in Table 2 is 0.508 which is not significant (p= .611). This indicates that there is no significant difference between the retention mean scores of male and female students taught algebra using PBL."

Discussion¶

Related Claims¶

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