No statistically significant gender difference in achievement among ninth graders taught with practical presentations¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Post-test achievement did not differ significantly by sex among experimental-group students taught with practical presentations. → Haroon M. Al Tawarah 2017
Evidence¶
Haroon M. Al Tawarah 2017¶
Haroon M. Al Tawarah, Omar M. Mahasneh & Nourah A. Al-Hawartheh. (2017). The Effect of Practical Presentations' Strategy on the Achievement of the Ninth Graders Students of the Pre-Vocational Education Subject in Shobak District Schools. International Education Studies, 10(5). https://doi.org/10.5539/ies.v10n5p109
q2 · i? · causal · r1
Independent-samples t-test comparing post-test means of male and female students in the experimental condition (47 males, M = 72.7, SD = 13.6; 47 females, M = 71.0, SD = 13.4). The article reports "the (T) value reached (0.626)" as non-significant; no effect size is printed, and equivalence was not tested.
"The results in Table 6 reveal the (T) value reached (0.626), which is not a statistical significance at the significance level ( α ≥ 0.00) which means not having differences between the experimental students degrees related to sex variable"
Discussion¶
Related Claims¶
- No statistically significant gender difference in chemistry achievement among students taught through computer-based simulations — related
- Among students taught with portfolio assessment, post-test geography performance did not differ significantly by gender — related
- No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — related
- No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related
- Ninth graders taught pre-vocational education with practical presentations had higher raw post-test means than peers taught by lecturing, but the pre-test-adjusted difference was reported at p = 0.053 — related
- No significant gender difference in performance among undergraduates taught with blended learning — related
- No significant gender difference in performance among undergraduates exposed to e-learning — related
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