Female students show stronger academic self-confidence, more positive attitudes, higher achievement, and fewer absences, but this advantage diminishes almost completely under mastery learning¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 1982 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Female students expressed greater academic self-confidence and more positive attitudes about education, attained higher final test scores and course grades, and were absent less often than male students. → Guskey 1982 q2 i? The female advantage diminished almost completely in the mastery approach, suggesting individual differences in learning were met in the experimental group but not the control group. → Guskey 1982 (2)

Evidence¶

Guskey 1982¶

Guskey, Thomas R., et al. (1982). The Effectiveness of Mastery Learning Strategies in Undergraduate Education Courses. Paper presented at the Annual Meeting of the American Educational Research Association, New York. https://eric.ed.gov/?id=ED213702

q2 · i? · causal · r1

Correlational analysis of the 197 students' measures (Table 2) showing sex strongly related to many measures, favoring females on self-confidence, attitudes, achievement, and attendance.

"feMalestudents expressed greater academicself- confidenceconfidence and more positiveattitudes about education,attained higher fin- al test scores and coursegrades, and were absept less often, than weremale students"

Guskey 1982 (2)¶

Guskey, Thomas R., et al. (1982). The Effectiveness of Mastery Learning Strategies in Undergraduate Education Courses. Paper presented at the Annual Meeting of the American Educational Research Association, New York. https://eric.ed.gov/?id=ED213702

q2 · i? · causal · r1

Authors' interpretation of the treatment-group correlation comparisons (Table 4): the sex advantage seen in traditionally taught classes largely disappeared among mastery-taught students, which the authors attribute to the mastery approach meeting individual differences in learning.

"Although the findings indicatedstropg differences favoringfemales in this study, the advantagediminished almost completely inthe mastery k approach.Ibis suggests thatindividual'differencestn learning were met in the experimental group but notin the- control group"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group
• Self-Efficacy — outcome: instruction changes it
• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect — the general claim this finding bears on, with the studies behind it

• Mastery learning effects are larger for lower-aptitude students, narrowing the spread of achievement in a class — the general claim this finding bears on, with the studies behind it

• Mastery and control groups show no significant differences in entry knowledge, academic self-concept, or affect toward education — related
• Mastery learning has overall positive effects on student affect, with the exception of slightly lower grade expectations — related
• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) — related
• Male students are significantly more work-avoidant than female students in the project-based course, with no gender differences on the other measures — related
• After gamified security training, female students gave more positive confidence and format-preference ratings than male students (descriptive survey percentages, no inferential test) — related
• Gender, age and English proficiency show nuanced group differences in chatbot attitudes and concerns — related
• Successful use of mastery learning has powerful but mixed effects on teacher variables, including more positive attitudes, altered attributions, and reduced teaching confidence — related
• Open inquiry positively influences students' attitudes towards science, including satisfaction, collaboration and self-confidence — related