No statistically significant difference in mathematics achievement between male and female students taught with computerized packages¶

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 gender effect on post-exam mathematics learning was not statistically significant (functional level 0.344, above 0.05). → Salah 2016

Evidence¶

Salah 2016¶

Dr. Raed Omar Salah. (2016). Effectiveness of Using Computerized Educational Packages in Teaching Math Curriculum on the Learning of Student in Eighth Grade at Ma'an City. Journal of Education and Practice, Vol.7, No.12. https://eric.ed.gov/?id=EJ1099555

q2 · i? · causal · r1

Two-way ANCOVA of post-exam scores in the same quasi-experiment. The article reports the gender effect "reached (0.344)" and concludes there is no difference between males and females; equivalence was not tested and no effect size is printed.

"Table (5) shows that the function level of the gend er impact reached (0.344) which is more than (0.05) which means that there aren't difference between ma les and females in learning."

Discussion¶

Related Claims¶

• Computerized educational packages produced statistically significant higher mathematics achievement than traditional teaching in eighth-grade classes in Ma'an — related
• No statistically significant interaction between gender and teaching method on eighth-grade mathematics achievement — related
• Male and female groups differed significantly on the pretest before the intervention, with females scoring higher — related
• No significant performance difference between male and female students taught with the Polya Problem-Solving Model — related
• No statistically significant gender difference in chemistry achievement among students taught through computer-based simulations — related