Gender has no influence on performance under video-based individualized or conventional instruction in geometry¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no statistically significant difference between male and female students taught with IVIP. → Gambari 2016 q3 i? There was no statistically significant difference between male and female students taught with CVIP. → Gambari 2016 (2)

Evidence¶

Gambari 2016¶

Gambari, A. I., Shittu, A. T., Daramola, F. O., & James, M. (2016). Effects Of Video-Based Cooperative, Competitive And Individualized Instructional Strategies On The Performance Of Senior Secondary Schools Students In Geometry. Malaysian Online Journal of Educational Sciences, 4(4). https://eric.ed.gov/?id=EJ1116321

q3 · i? · causal · r1

t-test comparing 15 male and 15 female students in the individualized group; means were 71.20 (male) and 72.13 (female). The article reports no significant difference (t = 0.754, df = 28, p = 0.457); no effect size is printed.

"This indicates that there is statistically no significant difference between the male and female students taught with IVIP, (t = 0.754, df = 28, p = 0.457)."

Gambari 2016 (2)¶

Gambari, A. I., Shittu, A. T., Daramola, F. O., & James, M. (2016). Effects Of Video-Based Cooperative, Competitive And Individualized Instructional Strategies On The Performance Of Senior Secondary Schools Students In Geometry. Malaysian Online Journal of Educational Sciences, 4(4). https://eric.ed.gov/?id=EJ1116321

q3 · i? · causal · r2

t-test comparing 15 male and 15 female students in the conventional control group; means were 66.07 (male) and 65.27 (female). The article reports no significant difference (t = 0.334, df = 28, p = 0.825); no effect size is printed.

"This indicates that there is statistically no significant difference between the male and female students taught with CVIP, (t = 0.334, df = 28, p = 0.825)."

Discussion¶

Related Claims¶

• The video-based cooperative group outperformed competitive, individualized, and conventional groups on geometry post-test scores — related
• Male students significantly outperformed female students in the video-based competitive instructional strategy — related
• Gender has no influence on performance of students taught geometry with the video-based cooperative strategy — related
• Video-based instructional strategy produces significant post-test performance differences among cooperative, competitive, individualized, and conventional groups in geometry — related