No significant achievement difference between male and female students taught physics with computer-assisted Learning Together¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The gender main effect in the computer-assisted LTM group was not significant at the 0.05 alpha level; equivalence was not tested. → Gambari et al. 2015

Evidence¶

Gambari et al. 2015¶

Amosa Isiaka Gambari, Mudasiru Olalere Yusuf, David Akpa Thomas. (2015). Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. The Malaysian Online Journal of Educational Science, Volume 3, Issue 4. https://eric.ed.gov/?id=EJ1085925

q2 · i? · causal · r1

ANCOVA on achievement of male and female students within the LTM group (Table 7). The printed F and p values are identical to those printed for the STAD gender analysis, an apparent inconsistency in the article.

"Table 7 indicates that the main effect of treatment (group 1 – computer-assisted LTM on gender produced an F (1, 27) = 0.479, p = 0.495 which was not significant at the 0.05 alpha level."

Discussion¶

Related Claims¶

• No significant achievement difference between male and female students taught physics with computer-assisted STAD — related
• Nigerian secondary students taught physics with computer-assisted STAD and LTM cooperative strategies achieved significantly higher posttest scores than students taught with individualized computer instruction — related
• Computer-assisted STAD and LTM cooperative settings produced significantly higher physics motivation than individualized computer instruction — related
• No significant gender difference in performance among undergraduates taught with blended learning — a broader claim this one bears on