No statistically significant interaction between teaching method and gender on Arabic grammar achievement¶

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 gender-by-teaching-method interaction on achievement was not statistically significant (F = 3.366, p = 0.069), so the computerized program's advantage did not differ by gender as tested. → 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 · r1

ANCOVA of the same 120-student quasi-experiment testing the Method X Gender interaction on grammar achievement; the article reports no statistically significant interaction, F = 3.366, p = 0.069, and notes the result agreed with the Soman (2006) study.

"there were no statistically significant differences (α = 0. 05) due to the impact of the interaction between the te aching method and gender as the value of "P" was (3.366) and a statistically significant difference was (0.069)."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

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 main effect of 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
• Pre-test achievement significantly predicted post-test achievement in the ANCOVA model — related
• Post-test achievement did not differ significantly by gender or GPA, and no interactions among teaching strategy, gender and GPA were found — related
• There is no significant interaction between teaching method and gender on Igbo language reading comprehension achievement — related
• No significant difference in organic chemistry post-test achievement between male and female students irrespective of instructional method — related