Male students significantly outperformed female students in the video-based competitive instructional strategy¶

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? There was a statistically significant difference between male and female students taught with COMVIP in favour of male students. → Gambari 2016

Evidence¶

Gambari 2016¶

Gambari, A. I., Shittu, A. T., Daramola, F. O., & James, M. (2016). Effects Of Video-Based Cooperative, Competitive And Individualized Instructional Strategies On The Performance Of Senior Secondary Schools Students In Geometry. Malaysian Online Journal of Educational Sciences, 4(4). https://eric.ed.gov/?id=EJ1116321

q3 · i? · causal · r1

t-test comparing 15 male and 15 female students in the competitive group; means were 76.40 (male) and 72.93 (female). The article reports a significant difference "in favour of male students" (t = 3.187, df = 28, p = 0.004); no effect size is printed.

"This indicates that there wss significant difference between the male and female students taught with COMVIP, (t = 3.187, df = 28, p = 0.004). Hence, HO 3 was rejected. Therefore, there is significant difference between male and female students taught with COMVIP in favour of male students."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Gender has no influence on performance under video-based individualized or conventional instruction in geometry — related
• Gender has no influence on performance of students taught geometry with the video-based cooperative strategy — related
• Male students taught with the Target-Task Model significantly outperformed female students on the PTCE — related
• Video-based instructional strategy produces significant post-test performance differences among cooperative, competitive, individualized, and conventional groups in geometry — related