Male and female students taught Igbo language reading comprehension with the cloze approach do not differ significantly in achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among students taught with the cloze approach, the difference between male and female mean Igbo reading comprehension scores is not statistically significant. → Nneka Justina Eze 2015

Evidence¶

Nneka Justina Eze 2015¶

Nneka Justina Eze. (2015). Effects of Cloze Instructional Approach on Senior Secondary School Students' Achievement in Igbo Language Reading Comprehension. Journal of Education and Practice, Vol.6, No.21. https://eric.ed.gov/?id=EJ1079076

q3 · i? · causal · r2

ANCOVA on treatment-group-only data (21 males, 26 females) by gender. Adjusted means were 57.90 for males and 54.38 for females; the article reports no significant difference, and equivalence was not tested. No effect size is printed.

"Summary of result in Table 5 indicates that the F.c alculated value is 1.238 while the F.critical value at 95% confidence level is 4.08. Since the calculated valu e is less than the critical value the researcher up holds the null hypothesis and concludes that there is no significant difference in the mean Igbo Language reading comprehension scores of male and female students taught using the cloze approach."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• There is no significant interaction between teaching method and gender on Igbo language reading comprehension achievement — related
• Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — related
• The cloze instructional approach produces significantly higher Igbo language reading comprehension achievement than the conventional discussion approach among senior secondary students — a broader claim this one bears on
• No significant difference in achievement between male and female students taught Technical Drawing with PowerPoint presentation — related
• Within the group learning treatment, female students achieved significantly higher mathematics post-test scores than male students — related
• No significant difference in achievement between male and female students taught basic science with concept mapping — related