Male and female clicker users did not differ significantly in ESP post-test scores, but only males improved significantly from pre-test to post-test¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was not a statistically significant difference between male and female students' post-test scores in the experimental group (U = 23.500, p = .373). → Asmalı 2018 q2 i? Male participants' median post-test scores were significantly higher than their pre-test scores (Z = -3.110, p = .002), but female participants' were not (Z = -1.625, p = .104). → Asmalı 2018 (2)

Evidence¶

Asmalı 2018¶

Mehmet Asmalı. (2018). Integrating Technology into ESP Classes: Use of Student Response System in English for Specific Purposes Instruction. Teaching English with Technology, 18(3), 86-104. https://eric.ed.gov/?id=EJ1186385

q2 · i? · causal · r2

Gender comparison within the experimental group (13 males, 6 females) of the same quasi-experiment: the groups were equivalent at pre-test (U = 27.500, p = .622) and remained non-significantly different at post-test, with medians of 63.15 for males and 53.94 for females. No effect size was printed.

"The results revealed that there was not a statistically significant difference between the male and the female students in the experimental group, U = 23.500, p = .373"

Asmalı 2018 (2)¶

Mehmet Asmalı. (2018). Integrating Technology into ESP Classes: Use of Student Response System in English for Specific Purposes Instruction. Teaching English with Technology, 18(3), 86-104. https://eric.ed.gov/?id=EJ1186385

q2 · i? · causal · r1

Wilcoxon Signed Rank Tests by gender within the experimental group: males improved significantly while females did not, although only one student in each gender group failed to improve. No effect size was printed.

"while male participants’ median post-test scores were statistically significantly higher than their median pre-test scores (Z = -3.110, p = .002), those of female participants were not statistically significantly higher than their median pre-test scores (Z = -1.625, p = .104)"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• The experimental group's ESP scores improved significantly from pre-test to post-test under clicker use, while the control group's did not — related
• Gender was not a determining factor in FACT efficacy, although only males showed a significant pre-to-post gain — related
• In the task-based ESP class, male learners significantly outperformed female learners on the technical vocabulary post-test — related