Literacy achievement differences showed no statistically significant effect of gender or of the method-by-gender interaction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Neither reading nor writing achievement differed significantly by gender, nor by the interaction of gender and teaching method. → Al-Hajaya 2012

Evidence¶

Al-Hajaya 2012¶

Nail Al-hajaya. (2012). Impact of the Systemic Approach on Literacy Achievement of Jordanian 1st Graders at Mu'tah University Model School. International Education Studies, Vol. 5, No. 1. https://doi.org/10.5539/ies.v5n1p100

q2 · i? · causal · r1

Two-way ANOVA on writing grades found no significant gender effect (p=0.395) and no significant method-by-gender interaction (p=0.8); the reading ANOVA likewise found no gender (p=0.689) or interaction (p=0.539) effect. No effect sizes are printed, so magnitudes are unreported.

"Table 5 shows statistically significant differences in student grades (M=16.0) on the writing test attributed to teaching method and in favor on the system approach, whereas no such differences were found can be attributable to gender or to interaction between gender and method."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

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