Male-female achievement difference among students given prior topics and instructional objectives is not statistically significant¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among treatment-group students, males (mean 71.02) scored descriptively higher than females (mean 68.96), but the ANCOVA gender effect was not significant (F-cal 1.059 < 3.85, p < 0.05). → Mbah 2015

Evidence¶

Mbah 2015¶

Mbah, B. A. (2015). Effects of prior knowledge of topics and the instructional objectives on students' achievement in Literature-in-English. Journal of Education and Practice, 6(20). https://eric.ed.gov/?id=EJ1079053

q2 · i? · causal · r1

ANCOVA of posttest scores by gender in the same 120-student quasi-experiment. The gender main effect was not significant at the .05 level; the null hypothesis of no significant difference was accepted. No effect size was printed.

"Table 4 above shows that the f-cal value, 1.059 is less than the table value of 3.85 at 0.05 level of significance. The null hypothesis of no significant difference between the mean achievement scores of students taught literature-in-English with prior knowledge o f topics and instructional objectives and those tau ght with conventional method is accepted"

Discussion¶

Related Claims¶

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