Gender shows no significant difference in inferring word meanings between experimental and control groups¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was no significant difference in the achievement of male and female students in inferring word meanings between the experimental and control groups (F = 0.463, p > 0.05). → Akinwumi 2017

Evidence¶

Akinwumi 2017¶

Akinwumi, J. O. (2017). Effects of Gender and School Location on the Ekiti State Secondary Schools Students' Achievement in Reading Comprehension in English Language. Journal of Education and Practice, 8(5). https://eric.ed.gov/?id=EJ1133080

q2 · i? · causal · r2

A 2 x 3 ANCOVA of inferring-word-meanings scores by gender and treatment with pre-test covariate, in the same 270-student quasi-experiment. The sex-by-group interaction was non-significant ("F = 0.463, p > 0.05").

"Table 2 showed that there was no significant differ ence in the achievement of male and female students in inferring word meanings between the experimental and control groups F = 0.463, p > 0.05 level of significance. The null hypothesis was not rejected."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Gender shows no significant difference in reading comprehension achievement between experimental and control groups in the Ekiti quasi-experiment — related
• Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — related
• No statistically significant gender difference in chemistry achievement among students taught through computer-based simulations — related
• No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related
• Achievement differences favor females over males under both teaching conditions, with a small effect — 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
• The effect of games-based instruction on algebraic expressions achievement interacted significantly with gender, favoring male students — related
• There is no significant interaction between teaching method and gender on Igbo language reading comprehension achievement — related