No significant gender difference in academic performance among students exposed to the demonstration method¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The t-calculated values (1.98 in School A; -1.86 in School B) were less than the t-value of 2.064, so the null hypothesis of no male-female difference under demonstration was accepted. → Muhammad 2016

Evidence¶

Muhammad 2016¶

Muhammad, A. U., Bala, D., & Ladu, K. M. (2016). Effectiveness of Demonstration and Lecture Methods in Learning Concept in Economics among Secondary School Students in Borno State, Nigeria. Journal of Education and Practice, 7(12). https://eric.ed.gov/?id=EJ1099610

q2 · i? · causal · r1

T-tests on post-test scores of 13 male and 13 female students per school taught with demonstration method found no significant gender difference. The article attributes observed differences to sampling errors.

"The result of the te st suggested that there was no statistically signi ficant difference between academic performance of male and female students exposed to demonstration method in learning economics concepts in both schools."

Discussion¶

Learner Variables¶

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

Related Claims¶

• No significant gender difference in transfer of knowledge in physics under guided discovery, demonstration or expository teaching — related
• There is no significant interaction between gender and teaching method on students' achievement in Basic Science — related
• No significant gender difference in academic performance among students exposed to the lecture method — related