Female students taught by demonstration method scored higher than female students taught by lecture method¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among female students, the demonstration group outperformed the lecture group on the post-test (means 55.20 vs 52.20), and Ho3 was rejected. → Efe M. Omwirhiren 2016

Evidence¶

Efe M. Omwirhiren 2016¶

Efe M. Omwirhiren, Khalil U. Ibrahim. (2016). The Effects of Two Teachers' Instructional Methods on Students' Learning Outcomes in Chemistry in Selected Senior Secondary School in Kaduna Metropolis, Nigeria. Journal of Education and Practice, Vol.7, No.15. https://eric.ed.gov/?id=EJ1103149

q2 · i? · causal · r1

Subgroup comparison of 20 female students per group in the quasi-experiment. The article reports t cal (0.886) greater than tabulated value (0.386) and F-value (1.491) greater than P-value (0.280), rejecting Ho3 for girls.

"It can be deduced from the tables 6 and 7 that ther e is significant differences in the post-test means scores between the girls within the lecture and dem onstration method. This means female exposed to demonstration involving manipulation perform better than those taught using lecture method."

Discussion¶

Related Claims¶

• Students taught chemical bonding with the demonstration method scored higher on the post-test than students taught by lecture method — a broader claim this one bears on
• Male students taught by demonstration method scored higher than male students taught by lecture method — related