No significant achievement difference between male and female students taught physics with computer-assisted STAD¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The main effect of gender in the computer-assisted STAD group was not significant (F (1, 27) = 0.479, p = 0.495); 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 (n = 15) and female (n = 15) students within the STAD group, pretest as covariate. No effect size is printed, so the null finding is reported as a non-significant test only.
"Table 5 indicates that the main effect of treatment (group 1 – computer-assisted STAD 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¶
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