No significant interaction between gender and instructional method on basic science achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The two-way interaction of teaching method and gender on achievement was not significant (F-calculated .326 vs critical value 3.89). → Ukpai Patricia Ogonnaya 2016

Evidence¶

Ukpai Patricia Ogonnaya 2016¶

Ukpai Patricia Ogonnaya, Gabriel Okafor, Okechukwu S. Abonyi, J.O Ugama. (2016). Effects of Concept Mapping Instruction Approach on Students’ Achievement in Basic Science. Journal of Education and Practice, Vol.7, No.8. https://eric.ed.gov/?id=EJ1095361

q2 · i? · causal · r2

ANCOVA (Table 7) tested the gender-by-method interaction on overall achievement scores of the 122 students. The null hypothesis was upheld because "the F-calculated is .326" fell below the critical value; adjusted means showed the treatment group superior at both gender levels.

"for the two-way interaction, the F-calculated is .326 while the critical value is 3.89 at alpha value of 0.05."

Discussion¶

Related Claims¶

• No significant difference in achievement between male and female students taught basic science with concept mapping — related
• There is no significant interaction between teaching method and gender on Igbo language reading comprehension achievement — related
• Concept mapping instruction produces significantly higher basic science achievement than conventional teaching among Nigerian junior secondary students — related
• Method-by-gender interaction is significant only for application of Light waves, not for understanding or analysis — reports the opposite