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International Journal of STEM Education
Fig. 16 | International Journal of STEM Education

Fig. 16

From: How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps

Fig. 16

Visual synthesis of the study’s findings and how these relate to impact and equity. Each factor considered is indicated in a rectangle in bold. For the student learning results that are based on hierarchical linear models, the identified effect of said factor on the outcome variable is indicated in plain text in the same rectangle. For the student perception results that are based on structural equation modelling, the impact of general school-related self-efficacy and gender on a given factor are indicated in the factor’s rectangle in plain text. In both cases, the impact of the measured effect (or lack thereof) on equity is colour coded (blue for a positive impact, red for a negative impact, purple for a mixed impact and black for an absence of impact). Please note that we only indicate significant links/effects (i.e. \(p>0.05\)) which does not reflect on the strength of the effect detected (for that please refer to the results section and see the effect sizes and regression coefficients)

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