No significant interaction between gender and ability level on achievement under reflective inquiry¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The gender-by-ability interaction on achievement was not significant (F = 1.399, p = .244), indicating no differential effect of ability across gender levels. → Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015

Evidence¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni. (2015). Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges. Journal of Education and Practice, Vol.6, No.7. https://eric.ed.gov/?id=EJ1083083

q2 · i? · causal · r2

ANCOVA (Table 7) on the experimental group tested the gender-by-ability term; the null hypothesis was retained. "F-calculated value for interacti on effect of Gender and Ability level stood at 1.39 9" with p = .244. No effect size was printed.

"Table 7 shows that F-calculated value for interacti on effect of Gender and Ability level stood at 1.39 9 with significance of F at .244 which is greater than 0.0 5."

Discussion¶

Related Claims¶

• No significant interaction between instructional treatment and gender on Electronic Works achievement — related
• Achievement gains from pictorial-story instruction showed no significant differences due to gender or the group-by-gender interaction — related
• Achievement level significantly differentiated posttest performance among students taught with PowerPoint, with high achievers outperforming medium and low achievers — related
• No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053) — related