Gender disparities in CT education show a very small but statistically significant overall effect favoring males (g = 0.106)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2025 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q4 i? Across 53 studies and 100 effect sizes, the three-level random-effects meta-analysis yields an overall effect size of g = 0.106 (95% CI [0.024, 0.188], p < 0.05) favoring males. → Suya Liu · Yun Dai · Oi Lam Ng · Zhihui Cai 2025

Evidence¶

Suya Liu · Yun Dai · Oi Lam Ng · Zhihui Cai 2025¶

Suya Liu · Yun Dai · Oi Lam Ng · Zhihui Cai. (2025). Gender Disparity in Computational Thinking Pedagogy and Assessment: A Three-Level Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10095-3

q4 · i? · quant-synthesis · r3

Three-level random-effects meta-analysis (REML, metafor in R) of 53 studies yielding 100 effect sizes from 15,454 participants. The model found "a very small but statistically significant effect favoring males"; substantial heterogeneity was present (Q(99) = 338.367, p < 0.001), with 48.85% of variance at level 3.

"the three-level random-effects model yielded an overall effect size of g = 0.106 (SE = 0.041, 95% CI [0.024, 0.188], t = 2.569, p < 0.05), indicating a very small but statistically significant effect favoring males"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

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