Posttest achievement under jigsaw instruction did not differ significantly by gender¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Female (M=6.65, SD=2.15) and male (M=5.50, SD=2.52) students' posttest scores did not differ significantly (t(36)=1.51; p>0.05). → Akçay 2016

Evidence¶

Akçay 2016¶

Nilüfer Okur Akçay. (2016). Implementation of Cooperative Learning Model in Preschool. Journal of Education and Learning, 5(3). https://doi.org/10.5539/jel.v5n3p83

q2 · i? · associational · r1

Secondary analysis of the same study comparing female (n=20 pooled pre/post groups as printed) and male students' scores. The posttest gender comparison was "not significant (t(36)=1.51; p>0.05)"; no effect size is printed.

"It was determined that the arithmetic mean of the posttest results of the female students was 6.65 and standard deviation was 2.15; the arithmetic mean of the male students was 5.50 and the standard deviation was 2.52, and the difference between them was not significant (t(36)=1.51; p>0.05)"

Discussion¶

Related Claims¶

• Jigsaw cooperative learning produces higher posttest achievement than traditional teaching for preschool sense-organs instruction — related
• Jigsaw's advantage over conventional instruction held for both male and female students, with no significant main effect of treatment on gender — related
• Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — a broader claim this one bears on
• No significant difference in achievement between male and female students taught with the demonstration method — a broader claim this one bears on
• No significant difference in listening performance between male and female students taught with suggestopedia — a broader claim this one bears on
• In a quasi-experiment on giving students prior topics and instructional objectives, Literature-in-English achievement did not differ significantly by gender in an ANCOVA across treatment and control students — related
• Within the group learning treatment, female students achieved significantly higher mathematics post-test scores than male students — related
• Under concept mapping instruction, male students achieved significantly better than female students in trigonometry — related
• The effect of games-based instruction on algebraic expressions achievement interacted significantly with gender, favoring male students — related