No statistically significant difference in geographic concepts acquisition attributable to gender¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · 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? Male and female eighth-grade students did not differ significantly on the geographic concepts acquisition test (F = 1.097, p = 0.492); equivalence was not tested. → AL-Edwan 2014
Evidence¶
AL-Edwan 2014¶
AL-Edwan, Zaid Suleiman. (2014). Effectiveness of Web Quest Strategy in acquiring geographic concepts among eighth grade students in Jordan. International Journal of Education and Development using Information and Communication Technology, 10(4), 31-46. http://ijedict.dec.uwi.edu/viewarticle.php?id=1874
q2 · i? · causal · r2
Two Way ANCOVA on post-test scores of the same 119-student two-group quasi-experiment, with gender (male, female) as a second independent variable. The gender effect was non-significant; descriptive post-test means were close across gender in both groups (e.g., 19.67 vs 20.14 in the control group).
"There are no differences with statistical significance at the significance level ( α = 0 . 0 5 ) between the means of the eighth grade students’ test scores on acquiring the geographic concepts attributed to the gender variable. F- Value reached (1.097) at significance level (0.492)."
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- Eighth-grade students taught geography with Web Quest Strategy scored significantly higher on a geographic concepts acquisition test than students taught by the traditional method — related
- No statistically significant interaction between instructional method and gender on scientific concepts acquisition — related
- Among students taught with portfolio assessment, post-test geography performance did not differ significantly by gender — related
- No statistically significant gender difference in first graders' scientific concepts acquisition — related
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