No significant difference was found in drawing-skill acquisition between male and female students taught with two- and three-dimensional visual objects¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Descriptive comparison of male and female post-treatment drawing scores showed no significant difference (male three-dimensional mean 11.2500; female three-dimensional mean 10.6000; male two-dimensional 10.7000; female two-dimensional 9.6500). → Abass et al. 2014

Evidence¶

Abass et al. 2014¶

Bada Tayo Abass, Bello Isyakka, Ijisakin Yemi Olaolu & Fajuyigbe Michael Olusegun. (2014). Effects of Two and Three-Dimensional Visual Objects on the Acquisition of Drawing Skills among JSS1 Students in Osun State, Nigeria. World Journal of Education, 4(1). https://doi.org/10.5430/wje.v4n1p62

q2 · i? · causal · r2

Descriptive analysis (Table 7) of post-treatment drawing scores by gender within the two experimental groups (n = 20 per sex per treatment, 80 total). The article reports the comparison as showing no significant difference; no effect size or test statistic is printed in this section.

"This shows that there is no significant difference in the acquisition of drawing skills between male and female students who were taught using two dimensional and three-dimensional visual objects."

Discussion¶

Related Claims¶

• Gender was not a significant factor in students' attitudes toward entrepreneurial skills acquisition after gardening instruction — related
• Teaching drawing with visual objects (2D or 3D) produces higher post-test drawing-skill scores than conventional teaching without visual objects — related
• Three-dimensional visual objects produced higher post-test drawing performance than two-dimensional visual objects, and both experimental groups outperformed the control group — related
• Students taught with two- or three-dimensional visual objects identified visual objects significantly better than conventionally taught students — related
• The three groups did not differ in drawing skills before treatment, supporting the pretest-posttest comparison — related
• Among students taught with portfolio assessment, post-test geography performance did not differ significantly by gender — related
• No significant difference in achievement between male and female students taught Technical Drawing with PowerPoint presentation — related
• No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — related
• No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related