Female participants exposed to goal-setting training scored significantly higher in English language post-test than male participants¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among trained participants, females recorded a higher mean post-test score than males, with a significant t-test (t-cal 2.96, mean difference 1.88). → Abe 2014

Evidence¶

Abe 2014¶

Abe, Iyabo Idowu; Ilogu, Guy Chibuzoh; Madueke, Ify Louisa. (2014). Effects of goal-setting skills on students' academic performance in english language in Enugu Nigeria. New Approaches in Educational Research. https://doi.org/10.7821/naer.3.2.93-99

q2 · i? · causal · r2

T-test of gender difference in post-test scores among the 40 trained participants (Table 3): male M 45.38, SD 3.42; female M 47.26, SD 1.74; t-cal 2.96 exceeds t-critical 2.00, significant at .05. The article reports a "mean difference of 1.88".

"the female and male participants exposed to goal -setting training had a mean difference of 1.88. Thus indicating a significant gender difference among participants"

Discussion¶

Learner Variables¶

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

Related Claims¶

• In a quasi-experiment on giving students prior topics and instructional objectives, Literature-in-English achievement did not differ significantly by gender in an ANCOVA across treatment and control students — related
• No significant difference in achievement between male and female students taught with the demonstration method — related
• Within the group learning treatment, female students achieved significantly higher mathematics post-test scores than male students — related
• No significant gender difference in post-test writing performance among students taught with brainstorming strategy — related
• Within the brainstorming-taught experimental group, female students significantly outperformed male students on the English grammar post-test — related
• Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — related
• Goal-setting skills training improved English language performance among Senior Secondary II students compared to a waiting control group — related