No statistically significant gender difference in direct achievement of scientific concepts¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There is no statistically significant difference at á ≤ 0.05 between male and female students on the direct achievement test. → Alelaimat and Ghoneem 2012

Evidence¶

Alelaimat and Ghoneem 2012¶

Abeer Rashed Alelaimat, Khowla Abd Al_Raheem Ghoneem. (2012). The Effect of Educational Modules Strategy on the Direct and Postponed Study's Achievement of Seventh Primary Grade Students in Science, in Comparison with the Conventional Approach. Higher Education Studies, Vol. 2, No. 2. https://doi.org/10.5539/hes.v2n2p40

q2 · i? · causal · r1

ANCOVA of the direct post-test by teaching method and gender in the two-group quasi-experiment; the article reports no significant difference due to student gender or the gender-by-approach interaction. Equivalence was not tested; the article attributes the null result to identical abilities, preparations and social conditions for both sexes.

"the same table shows that there are no difference with statistic significance (á ≤0.05) about the direct achievement test due to student gender, interaction between the gender and the approach."

Discussion¶

Learner Variables¶

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

Related Claims¶

• No statistically significant gender difference in first graders' scientific concepts acquisition — related
• The effect of Jigsaw teaching on scientific concept acquisition did not differ by student gender — related
• No statistically significant interaction between instructional method and gender on scientific concepts acquisition — related
• Achievement gains from pictorial-story instruction showed no significant differences due to gender or the group-by-gender interaction — related
• Among students taught Basic Science with the self-regulated learning approach, there is no significant difference between male and female achievement — related
• No significant difference in achievement between male and female students taught basic science with concept mapping — related
• No statistically significant gender difference or gender-by-method interaction in postponed achievement — related