No statistical gender difference appeared in pre-test or comparison scores in either control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the bilingual control group, female (N = 16) and male (N = 16) means were close, with t = .292, df = 30, Sig. .772. → Kasap 2018

Evidence¶

Kasap 2018¶

Kasap, S. (2018). The role of cognate English–Kurdish words in teaching English. African Educational Research Journal, 6(4): 213-217. https://doi.org/10.30918/AERJ.64.18.046

q2 · i? · causal · r1

Secondary analysis of the control bilingual group's pre-test scores by gender (Table 1: t = .292, df = 30, Sig. .772). Table 2 similarly reports no gender difference in the monolingual control group (t = .531, Sig. .600).

"Table 1 demonstrates that the number of the female and male participants are equal (N = 16) and their mean points are close to each other; however, there is no statistical difference (p < 0) between gender when the pre-tests scores are taken into consideration."

Discussion¶

Related Claims¶

• Control groups without cognate-awareness instruction showed only slight pre-to-post-test differences, unlike the instructed study group — related
• Before the intervention, male students scored significantly higher than female students on the English grammar pre-test — reports the opposite
• The article infers male students performed better than female students using WBI, although its reported gender comparison was not statistically significant — related
• Male and female experimental and control students were homogeneous in reading comprehension before the treatment — related
• No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related
• Male and female groups differed significantly on the pretest before the intervention, with females scoring higher — related