The interaction effect of gender and instructional analogy strategy on acquisition of organic chemistry concepts is not significant¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Group X Gender interaction in the ANCOVA was not significant (F = .413, Sig. = 0.522). → Nawaf Ahmad Hasan Samara 2016

Evidence¶

Nawaf Ahmad Hasan Samara 2016¶

Nawaf Ahmad Hasan Samara. (2016). Effectiveness of Analogy Instructional Strategy on Undergraduate Student's Acquisition of Organic Chemistry Concepts in Mutah University, Jordan. Journal of Education and Practice, 7(8). https://eric.ed.gov/?id=EJ1095360

q2 · i? · causal · r1

ANCOVA interaction term (Group X Gender: sum of squares .445, df 1, F = .413, Sig. 0.522) from the quasi-experimental study of 82 students. The article reports the interaction as not significant; no effect size is printed.

"To explore the interaction effect of gender and ins tructional analogy on students’ acquisition of orga nic chemistry concepts, results in table 4 indicated th at the significance value is 0.522 which greater th an 0.05, It was therefore concluded that the interaction effect of gender and instructional analogy on students’ acquisition of organic concepts is not significant."

Discussion¶

Related Claims¶

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