No significant difference in achievement between male and female students taught basic science with concept mapping¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among concept-mapping students, the difference in mean achievement between male (45.30) and female (48.40) students was not statistically significant (F-calculated .897 vs critical 3.89). → Ukpai Patricia Ogonnaya 2016

Evidence¶

Ukpai Patricia Ogonnaya 2016¶

Ukpai Patricia Ogonnaya, Gabriel Okafor, Okechukwu S. Abonyi, J.O Ugama. (2016). Effects of Concept Mapping Instruction Approach on Students’ Achievement in Basic Science. Journal of Education and Practice, Vol.7, No.8. https://eric.ed.gov/?id=EJ1095361

q2 · i? · causal · r2

ANCOVA on treatment-group scores only (30 males, 40 females) tested the gender hypothesis. Since "F-calculat ed is .897" was less than the critical value, the null hypothesis was upheld; the descriptive means slightly favoured females but no effect size was printed.

"For hypothesis 2, table 8 indicates that F-calculat ed is .897 while the critical value is 3.89 at an a lpha level of 0.05."

Discussion¶

Related Claims¶

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• There is no significant interaction between teaching method and gender on Igbo language reading comprehension achievement — a broader claim this one bears on
• Male and female students taught Igbo language reading comprehension with the cloze approach do not differ significantly in achievement — related
• No significant interaction between gender and instructional method on basic science achievement — related