Gender significantly affects Electronic Works achievement, favouring boys¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Male students achieved significantly higher mean scores than female students in the Electronic Works achievement test (F = 4.835, p = .030). → Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015

Evidence¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni. (2015). Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges. Journal of Education and Practice, Vol.6, No.7. https://eric.ed.gov/?id=EJ1083083

q2 · i? · causal · r2

ANCOVA on posttest EWAT scores of the full sample (105 students: 76 boys, 29 girls); descriptive mean gains were 20.66 for males versus 19.91 for females under reflective inquiry. "The F-calculated value for gender is 4.835" was significant at .030. No effect size was printed.

"The F-calculated value for gender is 4.835 with a significance of F at .030 which is less than .05. This means that there is significant difference between the effects of Gender on student s' achievement in Electronic work trade."

Discussion¶

Related Claims¶

• Male students taught with the Target-Task Model significantly outperformed female students on the PTCE — related
• Post-achievement differed significantly by gender in favor of males — related
• No significant interaction between instructional treatment and gender on Electronic Works achievement — related
• Reflective inquiry instructional technique produces significantly higher achievement in Electronic Works trade than conventional teaching method — related