Male and female experimental groups were equivalent on all writing aspects before the WhatsApp treatment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Independent-samples t-tests on the pre-test showed no statistically significant differences at α=0.05 between the male and female groups on any writing aspect or the total score. → Bataineh et al. 2018

Evidence¶

Bataineh et al. 2018¶

Ruba Fahmi Bataineh, Raghda Fayez Al-Hamad and Dina Abdulhameed Al-Jamal. (2018). GENDER AND EFL WRITING: DOES WHATSAPP MAKE A DIFFERENCE? Teaching English with Technology, 18(2), 21-33. https://eric.ed.gov/?id=EJ1177754

q2 · i? · causal · r1

Pre-test comparison of the two intact sections (37 male and female students per the design section) using independent-samples t-tests; printed total means were 42.00 (male) and 43.73 (female), with Sig. values from 0.06 to 0.15. No effect sizes are printed.

"Table 1 shows no statistically significant differenc es at ( α=0.05) among the male and female groups, which denotes equivalence between these groups."

Discussion¶

Related Claims¶

• The female class section scored significantly higher than the male section on all four writing aspects of the post-test after WhatsApp-based instruction, though not on the total score; sex and class section coincide, so the difference cannot be attributed to gender — related
• After eight weeks of WhatsApp-based EFL writing instruction, one Jordanian eleventh-grade section's mean writing scores rose and the other's fell, with no pre-to-post significance test or control group reported — related