No significant performance difference between male and female students taught with the Polya Problem-Solving Model¶

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? Among students taught with the Polya Problem-Solving Model, there was no significant difference between male and female students' post-test performance. → Olaniyan 2015

Evidence¶

Olaniyan 2015¶

Olaniyan, Ademola Olatide, Omosewo, Esther O., & Nwankwo, Levi I. (2015). Effect of polya problem-solving model on senior secondary school students' performance in current electricity. European Journal of Science and Mathematics Education, 3(1), 97-104. https://ojcs.siue.edu/ojs/index.php/ejsme

q2 · i? · causal · r1

ANCOVA on post-test scores of the 60 experimental-group students taught with the Polya model found no significant gender effect, "P value (.951)". Mean gain scores were 9.33 for males (n=43) and 9.89 for females (n=17), a difference of 0.56.

"P value (.951) is greater than P alpha level of 0.05, (P>0.050), the null hypothesis was not rejected thus there was no significant difference in the performance of male and female students taught using Polya Problem-Solving Model."

Discussion¶

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