Abstract: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… Show more
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