Gender shows no significant difference in reading comprehension achievement between experimental and control groups in the Ekiti quasi-experiment¶

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 between the experimental and control groups (F = 1.284, p > 0.05), and the main effect of gender was also non-significant (F = 0.227, 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 270 SSSII students' reading comprehension scores by gender and treatment, with pre-test as covariate. The sex-by-group interaction was non-significant ("F = 1.284, p > 0.05"), as was the gender main effect (F = 0.227, p > 0.05).

"The result in table 1 showed that there was no significant difference in the achievement of male and female between the experimental and control groups ( F = 1.284, p > 0.05). The null hypothesis is not rejected."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Gender shows no significant difference in inferring word meanings between experimental and control groups — related
• Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — related
• Treatment method significantly affected reading comprehension achievement and was not sex-biased — related