No statistically significant gender difference or gender-by-method interaction in postponed achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On the postponed achievement test, neither gender (F = 0.907, p = 0.342) nor the gender-by-teaching-approach interaction (F = 0.524, p = 0.470) reached significance at á ≤ 0.05. → Alelaimat and Ghoneem 2012

Evidence¶

Alelaimat and Ghoneem 2012¶

Abeer Rashed Alelaimat, Khowla Abd Al_Raheem Ghoneem. (2012). The Effect of Educational Modules Strategy on the Direct and Postponed Study's Achievement of Seventh Primary Grade Students in Science, in Comparison with the Conventional Approach. Higher Education Studies, Vol. 2, No. 2. https://doi.org/10.5539/hes.v2n2p40

q2 · i? · causal · r2

ANCOVA of the postponed post-test by gender and teaching approach in the same quasi-experiment; the article prints F = 0.907 (p = 0.342) for gender and F = 0.524 (p = 0.470) for the interaction, both non-significant. No effect sizes are printed, so no magnitude is reported.

"where the (f) value (0.907) with the statistic significant (0 .342), where as the (f) value calculated for the interaction between the gender and the teaching approach, it was (0.524) and the statistic significant (0.470)"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• No statistically significant gender difference in direct achievement of scientific concepts — related
• Literacy achievement differences showed no statistically significant effect of gender or of the method-by-gender interaction — related
• Achievement gains from pictorial-story instruction showed no significant differences due to gender or the group-by-gender interaction — related
• The modules strategy group also significantly outperforms the conventional group on the postponed (three-week-delayed) achievement test — related
• Number relationships instruction shows no differential benefit by gender — related
• Treatment method significantly affected reading comprehension achievement and was not sex-biased — related
• In grade 10 expository-text classrooms, neither treatment, gender, nor school type significantly affected reading comprehension — related
• Gender shows no significant difference in reading comprehension achievement between experimental and control groups in the Ekiti quasi-experiment — related