No statistically significant gender difference in first graders' scientific concepts acquisition¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ANCOVA showed no statistically significant difference (α ≤ 0.05) in scientific concepts acquisition attributed to gender (F = 0.022, Sig. 0.882). → Mohammad Hasan Al-Tarawneh 2016

Evidence¶

Mohammad Hasan Al-Tarawneh 2016¶

Mohammad Hasan Al-Tarawneh. (2016). The Effectiveness of Educational Games on Scientific Concepts Acquisition in the First Grade Students in Science. Journal of Education and Practice, Vol.7, No.3. https://eric.ed.gov/?id=EJ1089788

q2 · i? · causal · r2

Same quasi-experiment (53 students; 24 males, 29 females); the gender source of variance in the ANCOVA table shows F = 0.022, Sig. 0.882. No effect size is printed, so the finding is a non-significant test, not a measured null magnitude.

"The results showed in table (4) indicate that there is no statistically significant difference ( α ≤ )0.05 in students’ scientific concepts acquisition attribute d to the gender variable"

Discussion¶

Learner Variables¶

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

Related Claims¶

• No statistically significant interaction between instructional method and gender on scientific concepts acquisition — related
• No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related
• The effect of games-based instruction on algebraic expressions achievement interacted significantly with gender, favoring male students — related