No significant gender difference in performance among undergraduates exposed to e-learning¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Male and female undergraduates taught with e-learning did not differ significantly in performance. → Gambari 2017

Evidence¶

Gambari 2017¶

Gambari, A. I., Shittu, A. T., Ogunlade, O. O., & Osunlade, O. R. (2017). Effectiveness Of Blended Learning And E-Learning Modes Of Instruction On The Performance Of Undergraduates In Kwara State, Nigeria. Malaysian Online Journal of Educational Sciences, 5(1). https://eric.ed.gov/?id=EJ1125071

q2 · i? · causal · r1

ANCOVA on the e-learning group (n = 30 per Table 2) with pretest as covariate; the gender main effect was not significant at 0.05 (printed p = 0.472); no effect size printed.

"As illustrated in Table 7, there was no significant main effect of instructional strategy on male and female Undergraduates’ performance, F (1, 27) = 0.533, p > 0.05."

Discussion¶

Learner Variables¶

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

Related Claims¶

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