No significant gender difference in post-test writing performance among students taught with brainstorming strategy¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Male and female students in the brainstorming experimental group did not differ significantly in post-test writing performance (t = -0.41, df = 38, Sig. 0.67). → Amoush 2015

Evidence¶

Amoush 2015¶

Amoush, K. H. (2015). The Impact of Employing Brainstorming Strategy on Improving Writing Performance of English Major Students at Balqa Applied University in Jordan. Journal of Education and Practice, 6(35). https://eric.ed.gov/?id=EJ1086359

q2 · i? · causal · r2

Independent-samples t-test comparing male (n=20, M=47.38, SD 2.96) and female (n=20, M=47.76, SD 2.56) students within the experimental group on post-test essay scores. The difference "was not significant", so males and females were equal in writing performance.

"the mean of the females was a little bit higher than that of the males’ .this difference between the post- test means scores was not significant as t value was -0.41 with degree of freedom (38)"

Discussion¶

Related Claims¶

• Within the brainstorming-taught experimental group, female students significantly outperformed male students on the English grammar post-test — related
• Brainstorming-strategy instruction produced significantly higher post-test writing performance than traditional instruction among English-major university students — related
• Female participants exposed to goal-setting training scored significantly higher in English language post-test than male participants — related