Gender showed no significant effect on achievement, and the group-by-gender interaction was not significant¶

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? In the ANOVA on achievement, gender was not significant (F = .00, p > .05) and the group × gender interaction was not statistically significant (F = .09, p > .05), while group was significant (F = 4.86, p < .05). → Saltan 2017

Evidence¶

Saltan 2017¶

Fatih Saltan. (2017). The Impact of Online Algorithm Visualization on ICT Students' Achievements in Introduction to Programming Course. Journal of Education and Learning, 6(1). https://doi.org/10.5539/jel.v6n1p184

q2 · i? · causal · r2

ANOVA on the achievement test of the same 40-student randomized experiment tested group, gender and their interaction; the overall model was not significant (F = 1.91, p > .05) and no effect size was printed.

"There is a significant difference in terms of group (F = 4.86, p < .05), but there is no significant difference in terms of gender (F = .00, p > .05), and the interaction between group and gender is not statistically significant (F = .09, p > .05)."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• No statistically significant difference in acquiring religious concepts attributed to students' gender — related
• The group-by-gender interaction on reading fluency was not statistically significant — related
• Posttest scores differed significantly across the four gender-by-instruction subgroups in a one-way ANOVA — related
• In a Neurological Impress Method study, boys with learning disabilities outscored girls on post-test reading fluency in both the NIM and control groups, and the study did not show that NIM's effect differed by gender — related