No significant gender difference in academic performance among students exposed to the lecture 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? T-calculated values (1.86 in School A; 0.45 in School B) were below the t-critical value of 2.064, so the null hypothesis of no male-female difference under lecture 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 comparing post-test scores of male and female students (13 each per school) taught with the lecture method showed no significant difference. The article attributes any observed difference to sampling errors.

"Thus, there were no statistically significant diffe rences between the academic performance of male and female student s exposed to lecture 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¶

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