Post-test achievement did not differ significantly by gender or GPA, and no interactions among teaching strategy, gender and GPA were found¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The ANCOVA showed no significant main effect of gender (F = .352, p = .556) or GPA (F = .979, p = .384) on post-test achievement. → Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed 2015 q2 i? No significant interaction effects were found between teaching methods and gender, teaching methods and GPA, gender and GPA, or all three variables on achievement. → Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed 2015

Evidence¶

Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed 2015¶

Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed. (2015). Effects of Activity Based Blended Learning Strategy on Prospective Teachers' Achievement and Motivation. i-manager's Journal of School Educational Technology, Vol. 11, No. 1, June - August 2015. https://eric.ed.gov/?id=EJ1097417

q2 · i? · causal · r1

Null findings from the same 2x2x3 ANCOVA on post-test scores (N = 52). Table 3 prints gender F = .352, p = .556; GPA F = .979, p = .384; and interaction terms groupGPA p = .447, groupgender p = .931, GPAgender p = .449, groupGPA*gender p = .416. Equivalence was not tested.

"Table 3 shows there is no a significant difference in post test scores of the male and female and there is no a significant difference in post test scores due to GPA variable"

Discussion¶

Learner Variables¶

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

Related Claims¶

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