No significant gender difference in biology achievement among students taught with concept mapping¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within the concept mapping experimental group, male and female students did not differ significantly in biology achievement (p = 0.766). → Sakiyo 2015

Evidence¶

Sakiyo 2015¶

Sakiyo, J. & Waziri, K. (2015). Concept mapping strategy: An effective tool for improving students' academic achievement in biology. Journal of Education in Science, Environment and Health (JESEH), 1(1), 56-62. www.jeseh.net. https://eric.ed.gov/?id=EJ1105286

q2 · i? · causal · r2

ANCOVA on post-test scores of male and female students within the concept mapping experimental group (Table 2). The article reports "no significant difference of students' academic achievement between male and female in the concept mapping group." No effect size is printed for the gender contrast, so impact is null.

"From the Table 2, there is no significant mean difference between male and female students in the experimental group. Since the computed p -value (0.766) is greater than the f -value (0.09) at 0.05 level of significant, the null hypothesis of no significant effect is accepted."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

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