No statistically significant main effect of gender on Arabic grammar achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The gender main effect on achievement was not statistically significant (F = .168, p = .682). → Al-Mashaqbeh and Neama 2015

Evidence¶

Al-Mashaqbeh and Neama 2015¶

Ibtesam Al-Mashaqbeh, Mushtak Neama. (2015). The Effect of Computerized Instructional Program in the Intermediate First Grade Students Achievement in Arabic language Grammar in Iraq. Journal of Education and Practice, Vol.6, No.32. https://eric.ed.gov/?id=EJ1083567

q2 · i? · causal · r2

From the ANCOVA summary table for the interaction analysis (Table 4) of the 120-student quasi-experiment: the Gender source shows sum of squares .491, F = .168, p = .682, indicating no statistically significant gender main effect.

"Method of instruction 300.458 1 300.458 103.008 0.0 00 Gender .491 1 .491 .168 .682"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Intermediate first-grade students taught Arabic grammar with a computerized program achieved significantly higher adjusted scores than students taught the usual way — related
• No statistically significant interaction between teaching method and gender on Arabic grammar achievement — related
• No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related
• No significant interaction between teaching method and gender on Arabic oral skills achievement — related
• Post-test achievement did not differ significantly by gender or GPA, and no interactions among teaching strategy, gender and GPA were found — related