Motivation did not differ significantly by gender or GPA, and no interactions among teaching strategy, gender and GPA were found for motivation¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Design limits · Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed 2015: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? The ANOVA showed no significant main effect of gender (F = .000, p = .991) or GPA (F = .559, p = .576) on motivation. → Ahmed Yousif Abdelraheem & Abdelrahman Mohammed Ahmed 2015 q2 i? No significant interaction effects were found among teaching methods, gender and GPA on motivation. → 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 · r2

Null findings from the 2x2x3 ANOVA on ARCS motivation scores (N = 52). Table 5 prints gender F = .000, p = .991; GPA F = .559, p = .576; groupGPA p = .088, groupgender p = .667, GPAgender p = .489, groupGPA*gender p = .233. Equivalence was not tested.

"Table 5 shows there is no a significant difference in motivation of the male and female and there is no a significant difference in motivation due to GPA variable"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
• Motivation — outcome: instruction changes it

Related Claims¶

• Prospective teachers taught with an activity-based blended learning strategy reported significantly higher motivation than those taught with conventional blended learning — related
• Post-test achievement did not differ significantly by gender or GPA, and no interactions among teaching strategy, gender and GPA were found — related
• No GPA difference between male and female older learners, or across faculties — related
• Prospective teachers taught with an activity-based blended learning strategy scored significantly higher on post-test achievement than those taught with conventional blended learning — related
• No significant gender difference in performance among undergraduates taught with blended learning — related
• No significant gender difference in performance among undergraduates exposed to e-learning — related
• No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related
• No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — related