The effect of Jigsaw teaching on scientific concept acquisition did not differ by student gender¶
Claim · All claims
Evidence · 1 study · causalr1·q2·i0negligible
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i0 ANCOVA showed no statistically significant differences at the 0.05 level for gender (F = 0.001, significance .982, Eta Square 0.000). → Hamadneh 2017
Evidence¶
Hamadneh 2017¶
Dr. Qaseem Mohammad Salim Hamadneh. (2017). The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts Among the Fourth Graders of Bani Kinana Directorate of Education. Journal of Education and Practice, Vol.8, No.5. https://eric.ed.gov/?id=EJ1133045
q2 · i0 · causal · r1
ANCOVA of post-test scores in the same 70-student semi-experimental study found the gender effect negligible: the printed effect size was 0.000, and the author notes both male and female students had "the same teaching environment and the same educational opportunities".
"The results showed that there were no statistically significant differences at the level of (0.05) for the variable of gender as the value of (F) was (0.001) by a statistical significance of (.982)"
Discussion¶
Learner Variables¶
- Gender — moderator: an instructional effect differs by group
Related Claims¶
- No statistically significant interaction between instructional method and gender on scientific concepts acquisition — related
- No statistically significant gender difference in first graders' scientific concepts acquisition — related
- The interaction effect of gender and instructional analogy strategy on acquisition of organic chemistry concepts is not significant — related
- The effect of games-based instruction on algebraic expressions achievement interacted significantly with gender, favoring male students — related
- Fourth graders taught science with the Jigsaw strategy acquired more scientific concepts than peers taught the traditional way — related
- Achievement gains from pictorial-story instruction showed no significant differences due to gender or the group-by-gender interaction — related
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