No statistically significant difference in reading comprehension due to gender alone¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The 3-way ANCOVA found no statistically significant difference in 10th graders’ reading comprehension mean scores due to gender. → Ziad Mohammed Mahmoud Qabaja 2016
Evidence¶
Ziad Mohammed Mahmoud Qabaja 2016¶
Ziad Mohammed Mahmoud Qabaja, Jamal Subhi Ismail Nafi’, Maisa’ Issa Khalil Abu-Nimah. (2016). The Effect of Using the “SQP2RS via WTL” Strategy through Science Context to 10th Graders’ Reading Comprehension in English in Palestine. Journal of Education and Practice, Vol.7, No.26. https://eric.ed.gov/?id=EJ1115849
q3 · i? · causal · r1
Same quasi-experimental ANCOVA analysis of the reading comprehension achievement test; the gender main effect was not significant, with significant level (0.200), above the α≤ 0.05 threshold. Equivalence was not tested.
"there are no stati stically differences at ( α≤ 0.05) in the mean scores of 10 th graders’ reading comprehension in the English language due t o gender, since the significant level is (0.200)"
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- The “SQP2RS via WTL” strategy produced significantly higher 10th-grade English reading comprehension scores than traditional teaching — related
- Three-way interaction of group, gender and pre-achievement favored high-achievement males in the experimental group — related
- Group × gender interaction favored females in the experimental group — related
- No significant gender difference in Arabic oral skills gains when both groups are taught with VTM or traditional methods — related
- Gender × pre-achievement interaction favored males in the high achievement group — related
- No significant difference in mathematics achievement due to gender among third graders — related
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