Group × gender interaction favored females in the experimental group¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction between teaching group and gender was significant, with the female experimental group attaining the highest adjusted mean. → Ziad Mohammed Mahmoud Qabaja 2016

Evidence¶

Ziad Mohammed Mahmoud Qabaja 2016¶

Ziad Mohammed Mahmoud Qabaja, Jamal Subhi Ismail Nafi’, Maisa’ Issa Khalil Abu-Nimah. (2016). The Effect of Using the “SQP2RS via WTL” Strategy through Science Context to 10th Graders’ Reading Comprehension in English in Palestine. Journal of Education and Practice, Vol.7, No.26. https://eric.ed.gov/?id=EJ1115849

q3 · i? · causal · r1

3-way ANCOVA interaction result from the quasi-experiment; adjusted means show experimental females at 42.120 versus experimental males at 38.617, and the differences are in favor of the female in the experimental group.

"F value for the interaction between the group and gender was (6.157), and the significant level was ( 0.014), and this is less than the ( α≤ 0.05), so there are significant differences for the interaction between groups and gender"

Discussion¶

Related Claims¶

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• Achievement differences favor females over males under both teaching conditions, with a small effect — related
• Female EFL learners attain significantly higher reading comprehension scores than male learners under question-generation strategy — related
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• The “SQP2RS via WTL” strategy produced significantly higher 10th-grade English reading comprehension scores than traditional teaching — related