Male students taught with Guided-discovery method contributed most to the gender difference in application of Light waves¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post hoc analysis indicates male students taught using Guided-discovery method contributed more to the significant difference between male and female performance in application when instructional methods are considered. → Obafemi 2015

Evidence¶

Obafemi 2015¶

Obafemi, D. T. A. (2015). Bridging Gender Gap in the Physics Classroom: The Instructional Method Perspective. Journal of Education and Practice, Vol.6, No.20. https://eric.ed.gov/?id=EJ1079043

q2 · i? · causal · r1

Post hoc analysis of students' application of Light waves based on the interaction of instructional methods and gender (Table 7). The article reports that "male students taught using Guided-discovery method" contributed most to the significant gender difference; no effect size is printed.

"The Posthoc analysis on Table 7 indicates that male students taught using Guided-discovery method contr ibuted more to the significant difference between the performance of male and female students when the instructional methods are considered."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Male and female students differ significantly in application of Light waves, favouring males — a broader claim this one bears on
• Descriptively, male students outperformed female students at all three levels of Light waves overall — a broader claim this one bears on
• Male and female students show no significant difference in understanding of Light waves — related
• Method-by-gender interaction is significant only for application of Light waves, not for understanding or analysis — related