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International Journal of STEM Education
Fig. 5 | International Journal of STEM Education

Fig. 5

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

Fig. 5

Student normalised change distribution according to grade, access to CS-education (left) and the number of CS-activities taught (centre for grade 3, right for grade 4). A two-way ANOVA between the grade and what was taught does not identify any significant differences between groups in terms of access to CS education (\(F(2)=1.05\), \(p=0.35\)). A one-way ANOVA per grade did not identify any significant differences according to the number of activities taught (grade 3 \(F_3(1)=0.13\), \(p_3=0.72\); grade 4 \(F_4(1)=0.89\), \(p_4=0.35\))

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