Sex has no significant effect on pupils' numeracy performance under meta-cognitive training in computer-mediated classrooms¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Sex showed no significant influence on pupils' numeracy performance (F = 0.14; p>0.05); no effect size was printed. → 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

ANCOVA (Table 2) of the quasi-experiment with sex and pre-test score as covariates reports a non-significant sex effect (F = 0.14; p = 0.7152); equivalence was not tested and no effect size is printed.

"The results also showed that sex has no significant influence (F = 0.14; p>0.05) on pupils’ performance."

Discussion¶

Learner Variables¶

Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Number Sense — predictor: learners who differ on it differ in outcomes

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