Sex showed no significant effect on retention of learned numeracy concepts after meta-cognitive training in computer-mediated classrooms (no interaction was tested)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In an ANCOVA with sex as a covariate, sex had no significant effect on retention two weeks after post-test (F = 0.22, p = 0.6484); no sex-by-training interaction was tested. → Gbenga-Akanmu & Jegede 2019

Evidence¶

Gbenga-Akanmu & Jegede 2019¶

Gbenga-Akanmu, T. O., & Jegede, P. O. (2019). Influence of Meta-cognitive Training and Cognitive Styles on Numeracy Achievement of Nigerian Pupils’ in Computer-mediated Classrooms. World Journal of Education, 9(1). https://doi.org/10.5430/wje.v9n1p221

q2 · i? · causal · r1

Retention test administered two weeks after post-test to both groups in the quasi-experiment; the article reports no significant moderating effect of sex on retention. Table 3 prints Sex F = 0.22, p = 0.6484; no effect size is printed for sex. The table has sex only as a covariate main effect, with no sex-by-training interaction term, so moderation was not directly tested, and a non-significant result is not evidence of no difference. (The text's "Sex ... (F = 2.16; p>0.05)" is the table's Group row value.)

"The result of ANCOVA showed that there was no moderating effect of sex on retention of numeracy performance of the two catego ries of learners, thus, the hypothesis was not rejected."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group
• Number Sense — moderator: an instructional effect differs with it

Related Claims¶

• Meta-cognitive training has a significant effect on primary school pupils' performance of learned numeracy concepts in computer-mediated classrooms — related
• Sex has no significant effect on pupils' numeracy performance under meta-cognitive training in computer-mediated classrooms — related
• The intervention group was reported to explain 15% of the variation in pupils' numeracy performance, but the table prints that effect size on the cognitive-style row — related
• Sex differences in mathematics vary by content domain, with male advantages for geometry (d = 0.218), broad mathematics (d = 0.145), computation (d = 0.089), and national tests (d = 0.068), but near-zero differences for advanced mathematics and basic numeracy — related
• The male advantage in geometry, broad mathematics, and computation increases across grades, reaching approximately d = 0.541, d = 0.255, and d = 0.207 by the end of secondary schooling, but grade slopes are flat for advanced mathematics, basic numeracy, and national tests — related