Among students taught Basic Science with the self-regulated learning approach, there is no significant difference between male and female achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Male students (adjusted mean 56.11, N=47) scored marginally higher than female students (adjusted mean 52.86, N=22) in the treatment group, but the difference was not statistically significant. → Nwafor Chika E 2015

Evidence¶

Nwafor Chika E 2015¶

Nwafor Chika E, Abigail Chikaodinaka Obodo, Gabriel Okafor. (2015). Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science. Journal of Education and Practice, Vol.6, No.5. https://eric.ed.gov/?id=EJ1083647

q2 · i? · causal · r2

ANCOVA on treatment-group-only scores by gender. The article reports "F-calculat ed is .736 which is less than critical value (F-cri t) of 3.98", so the null hypothesis was not rejected; adjusted means were 56.11 for 47 males and 52.86 for 22 females.

"table 5 indicates that F-calculat ed is .736 which is less than critical value (F-cri t) of 3.98 at an alpha level of 0.05"

Discussion¶

Related Claims¶

• There is no significant interaction between gender and teaching method on students' achievement in Basic Science — related
• No significant difference in achievement between male and female students taught basic science with concept mapping — related
• Junior secondary students taught Basic Science with a self-regulated learning approach achieved higher adjusted mean scores than students taught with the conventional method — related
• No statistically significant gender difference in direct achievement of scientific concepts — related