Experimental-group females significantly outperformed both control-group subgroups in post-hoc comparisons¶
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? Post-hoc tests showed females in the experimental group scored significantly higher than both the control males and control females subgroups. → 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
Post-hoc multiple comparisons on the ANOVA of the 30 learners' posttest DCT scores. Experimental females vs control males: mean difference 21.58929, Sig. = .004; experimental females vs control females: mean difference 26.25000, Sig. = .001. No effect size is printed.
"it is not the males in the experimental group that performed better than all other subgroups; however, females in experimental group ranked the second and outper- formed both sub groups of control group."
Discussion¶
Related Claims¶
- Posttest scores differed significantly across the four gender-by-instruction subgroups in a one-way ANOVA — related
- Collaborative joint reading through a teacher's blog produces significantly larger reading comprehension gains than individual reading of the same stories on paper — a broader claim this one bears on
- Post-treatment gain-score differences were concentrated between male control students and blog-group students, while within-condition gender contrasts were not significant — related
- Explicit instruction of the speech act of thanking produced significantly higher DCT performance than implicit instruction among Iranian intermediate EFL learners — a broader claim this one bears on
- No significant gender difference in mastering thanking under explicit instruction: the second null hypothesis was retained — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.