ISIA effects showed no significant main effects of sex, but significant treatment-by-sex interactions for conceptual understanding and confidence¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 After adjusting for pre-test scores, there was a significant treatment-by-sex interaction for conceptual understanding with a small effect size (η2 = 0.04), while the main effect for sex was not significant. → Fan et al. 2018 q3 i2 For confidence, there was a significant treatment-by-sex interaction with a medium effect size (η2 = 0.11), while the main effect for sex was not significant. → Fan et al. 2018 (2) q3 i? For inquiry process skills there was no interaction effect for sex and no significant main effect for sex. → Fan et al. 2018 (3)

Evidence¶

Fan et al. 2018¶

Xinxin Fan, David Geelan and Robyn Gillies. (2018). Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations. Education Sciences. https://doi.org/10.3390/educsci8010029

q3 · i2 · causal · r2

2 × 2 between-groups ANCOVA with pre-test as covariate on conceptual understanding; the article reports the significant interaction "F (1, 112) = 4.14, p = 0.044" with "η2 = 0.04" and a non-significant main effect for sex.

"The results revealed that after adjusting for scores at pre-test, there was a significant interaction effect, F (1, 112) = 4.14, p = 0.044, with a small effect size (η2 = 0.04). There was a statistically significant main effect for groups, F (1, 112) = 79.98, p = 0.000, η2 = 0.42. The main effect for sex, F (1, 112) = 1.89, p = 0.17, did not reach statistical significance."

Fan et al. 2018 (2)¶

Xinxin Fan, David Geelan and Robyn Gillies. (2018). Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations. Education Sciences. https://doi.org/10.3390/educsci8010029

q3 · i2 · causal · r2

ANCOVA with pre-test covariate on confidence scores; the article reports a significant treatment-by-sex interaction with "a medium effect size ( η2 = 0.11)" and a non-significant main effect for sex (p = 0.51).

"We conducted an ANCOVA using the pre-test scores as the covariant and found that there was a significant interaction effect, F (1, 112) = 14.10, p = 0.000, with a medium effect size ( η2 = 0.11)."

Fan et al. 2018 (3)¶

Xinxin Fan, David Geelan and Robyn Gillies. (2018). Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations. Education Sciences. https://doi.org/10.3390/educsci8010029

q3 · i? · causal · r2

ANCOVA with pre-test covariate on inquiry process skills; no sex-by-treatment interaction was found (p = 0.708) and the main effect for sex did not reach significance (p = 0.211). No effect size is printed for the null interaction.

"We performed an ANCOVA using the pre-test scores as the covariant and found that there was no interaction effect, F (1, 112) = 0.14, p = 0.708."

Discussion¶

Related Claims¶

• ISIA students developed significantly greater inquiry process skills than conventional-instruction peers — related
• Gender had no significant main or interaction effect on post-test scores — reports the opposite