Female students in the blog-based collaborative reading group showed the largest reading comprehension gains, and the gender null hypothesis was rejected¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The highest gain score belonged to female students in the experimental group (gain = 4.4400), while the lowest gains belonged to male and female control students (1.5714 and 2.0417). → Behjat 2013 q2 i? The second null hypothesis, that male and female students do not perform significantly differently, was rejected. → Behjat 2013

Evidence¶

Behjat 2013¶

Behjat, F. (2013). Joint Book Reading: How Do Blogs Foster Collaborative Comprehension? i-manager's Journal of English Language Teaching, Vol. 3 No. 2, April-June. https://eric.ed.gov/?id=EJ1068891

q2 · i? · causal · r1

Descriptive comparison of mean gain scores by group and gender in the same 62-student quasi-experiment. Female experimental students gained 4.4400, male experimental students ranked second, and control students gained least; the article reports the gender hypothesis "is rejected here" with no effect size printed.

"According to Table 6, the highest gain score belonged to the female students who were in the experimental group (gain = 4.4400); the gain score for male students in the experimental group was ranked the second."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Collaborative joint reading through a teacher's blog produces significantly larger reading comprehension gains than individual reading of the same stories on paper — related
• Post-treatment gain-score differences were concentrated between male control students and blog-group students, while within-condition gender contrasts were not significant — related
• Male and female experimental and control students were homogeneous in reading comprehension before the treatment — related
• Gender shows no significant difference in reading comprehension achievement between experimental and control groups in the Ekiti quasi-experiment — reports the opposite
• Students' reading comprehension post-test scores differed significantly by monthly amount of pages read, favouring the heaviest readers — related
• No significant gender difference in mastering thanking under explicit instruction: the second null hypothesis was retained — reports the opposite