Jigsaw's advantage over conventional instruction held for both male and female students, with no significant main effect of treatment on gender¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was no significant main effect of treatment on students' gender; mean post scores differed little between females and males in either the jigsaw group (25.33 vs 24.67) or the control group (18.80 vs 19.48). → Ajitoni Sunday Olukayode & Salako 2014

Evidence¶

Ajitoni Sunday Olukayode & Salako 2014¶

Ajitoni Sunday Olukayode & Salako, Ekima Tina. (2014). Effect of Jigsaw Technique and Gender on Students' Attitude to Ethnic Integration and Sustainable Development in Nigeria. World Journal of Education, 4(3). http://dx.doi.org/10.5430/wje.v4n3p46

q2 · i? · causal · r1

ANCOVA treatment*gender analysis in the same quasi-experiment (Table 3) failed to reject H02; the article reports descriptive means only, with no effect size printed, so impact is null.

"Based on table 3, there is no significant main effect of treatment on students' gender. There is not much observed difference between the mean score of the female and male students in the experimental group (24.67 and 25.33)."

Discussion¶

Related Claims¶

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• Within the group learning treatment, female students achieved significantly higher mathematics post-test scores than male students — related
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• The jigsaw group's post-test attitude mean (24.96) exceeded the conventional group's (17.65) in estimated marginal means — related
• Posttest achievement under jigsaw instruction did not differ significantly by gender — related