No significant gender difference in mastering thanking under explicit instruction: the second null hypothesis was retained¶
Claim · All claims
Evidence · 1 study · causalr1·q2
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.
q2 i? Post-hoc comparisons showed no statistically significant difference between male and female learners within the experimental group, so the null hypothesis of no gender difference was accepted. → Ghaedrahmat 2016
Evidence¶
Ghaedrahmat 2016¶
Ghaedrahmat, M., Alavi Nia, P. & Biria, R. (2016). The Effect of Explicit Vs. Implicit Instruction on Mastering the Speech Act of Thanking among Iranian Male and Female EFL Learners. Latin American Journal of Content and Language Integrated Learning, 9(2), 401-425. https://doi.org/10.5294/laclil.2016.9.2.7
q2 · i? · causal · r1
Post-hoc multiple comparisons following the ANOVA on the 30 learners' posttest scores. The comparison between experimental males (mean 76.2857) and experimental females (mean 78.8750) was not significant (mean difference -2.58929, Sig. = .709). Equivalence was not tested; no effect size is printed.
"Because the observed difference was not statistically significant in comparison to that of females in both groups, we cannot reject the hypothesis. Differently stated, the second null hypothesis should be accepted."
Discussion¶
Related Claims¶
- Explicit instruction of the speech act of thanking produced significantly higher DCT performance than implicit instruction among Iranian intermediate EFL learners — related
- Experimental-group females significantly outperformed both control-group subgroups in post-hoc comparisons — related
- Post-treatment gain-score differences were concentrated between male control students and blog-group students, while within-condition gender contrasts were not significant — related
- Posttest scores differed significantly across the four gender-by-instruction subgroups in a one-way ANOVA — related
- Female students in the blog-based collaborative reading group showed the largest reading comprehension gains, and the gender null hypothesis was rejected — reports the opposite
- Collaborative joint reading through a teacher's blog produces significantly larger reading comprehension gains than individual reading of the same stories on paper — related
- Male and female experimental and control students were homogeneous in reading comprehension before the treatment — related
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