Posttest scores differed significantly across the four gender-by-instruction subgroups in a one-way ANOVA¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? A one-way ANOVA on posttest DCT scores found the mean scores of the four subgroups (experimental/control by male/female) significantly different. → Ghaedrahmat 2016
Evidence¶
Ghaedrahmat 2016¶
Ghaedrahmat, M., Alavi Nia, P. & Biria, R. (2016). The Effect of Explicit Vs. Implicit Instruction on Mastering the Speech Act of Thanking among Iranian Male and Female EFL Learners. Latin American Journal of Content and Language Integrated Learning, 9(2), 401-425. https://doi.org/10.5294/laclil.2016.9.2.7
q2 · i? · causal · r1
One-way ANOVA on the posttest DCT scores of the same 30 learners grouped as experimental males, experimental females, control males, control females. The table prints F = 7.619, df = 3 and 26, Sig. = 0.001; the article notes the ANOVA "gives inferential statistics only about whether or not the groups differ". No effect size is printed.
"As can be seen, the significant value is smaller than 0.05 (0.001 <0.05), so it can be claimed that the mean scores of the four sub groups were significantly different."
Discussion¶
Related Claims¶
- Post-treatment gain-score differences were concentrated between male control students and blog-group students, while within-condition gender contrasts were not significant — related
- Experimental-group females significantly outperformed both control-group subgroups in post-hoc comparisons — related
- Male and female experimental and control students were homogeneous in reading comprehension before the treatment — related
- Explicit instruction of the speech act of thanking produced significantly higher DCT performance than implicit instruction among Iranian intermediate EFL learners — related
- No significant gender difference in mastering thanking under explicit instruction: the second null hypothesis was retained — related
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