1. Is the tutorial gender class program at the target elementary stage effective in increasing students’ mathematics academic achievement?
D is the difference (a= after attending the program, b= before attending the program.)
Xa is the estimated mean achievement of students after attending the program.
Xb is the estimated mean achievement of students before attending the program.
SD (a-b) is the estimated within-class standard deviation, between after and before attending gender class program.
2. Is the tutorial gender class program at the target elementary stage more effective in increasing students’ mathematics academic achievement, with a female student group or with a male student group?
D is the difference (m is male student, f is female students.)
Xm is the estimated mean achievement of male students attended the program.
Xf is the estimated mean achievement of female students attended the program.
SD (m-f) is the estimated within-class standard deviation, between male students and female students attended the gender class program.
3. Is the tutorial gender class program at the target elementary stage more effective in increasing students’ mathematics academic achievement with a combined group consisting of male and female students?
D is the difference (ca= combined (male and female) group after attending the program, cb is combined (male and female) before attending the program.)
Xca is the estimated mean achievement of students (combined group) after attending the program.
Xcb is the estimated mean achievement of students (combined group) before attending the program.
SD (ca-cb) is the estimated within-class standard deviation, between students (combined group) after and before gender class program.

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