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The Gender Differential Effects of a Procedural Plan For Solving Mathematical Word Problems
Author(s) -
Zambo Ron,
Hess Robert K.
Publication year - 1996
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1996.tb15854.x
Subject(s) - plan (archaeology) , test (biology) , variance (accounting) , mathematics education , psychology , differential effects , word (group theory) , sequence (biology) , main effect , mathematics , statistics , medicine , paleontology , genetics , geometry , accounting , archaeology , business , biology , history
This research investigated potential gender‐related effects of an explicitly stated problem solving plan for sixth graders. Females and males did equally well on both forms of the test. Students scored significantly higher (P = .023) on the second occasion of testing that included the problem solving plan. A mixed, two factor repeated measures Analysis of Variance found a significant effect for occasion of testing (P = .001) and a significant interaction effect of occasion of testing, test sequence, and gender (P = .006). It was concluded that females benefited from free exploration of problem situations followed by an organized exploration, while males appeared to function equally well regardless of the problem solving plan.