Gender has no influence on performance of students taught geometry with the video-based cooperative strategy¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2016 · 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.
q3 i? There was no statistically significant difference between male and female students taught with COOVIP. → Gambari 2016
Evidence¶
Gambari 2016¶
Gambari, A. I., Shittu, A. T., Daramola, F. O., & James, M. (2016). Effects Of Video-Based Cooperative, Competitive And Individualized Instructional Strategies On The Performance Of Senior Secondary Schools Students In Geometry. Malaysian Online Journal of Educational Sciences, 4(4). https://eric.ed.gov/?id=EJ1116321
q3 · i? · causal · r1
t-test comparing 15 male and 15 female students in the cooperative group; means were 86.13 (male) and 85.87 (female). The article reports "no significant difference" (t = 0.209, df = 28, p = 0.836); no effect size is printed.
"This indicates that there is statistically no significant difference between the male and female students taught with COOVIP, (t= 0.209, df = 28, p = 0.836)."
Discussion¶
Related Claims¶
- Male students significantly outperformed female students in the video-based competitive instructional strategy — related
- Gender has no influence on performance under video-based individualized or conventional instruction in geometry — related
- Under cooperative learning instruction, there was no statistically significant gender difference in trigonometry achievement, though female students scored higher on average — related
- No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — related
- No statistically significant gender difference in chemistry achievement among students taught through computer-based simulations — related
- No significant gender difference in performance among undergraduates exposed to e-learning — related
- Video-based instructional strategy produces significant post-test performance differences among cooperative, competitive, individualized, and conventional groups in geometry — related
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