No statistically significant interaction between gender and teaching method on eighth-grade mathematics achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The teaching method employing computerized packages affected males and females in the same direction; the gender-by-method interaction was not significant. → Salah 2016

Evidence¶

Salah 2016¶

Dr. Raed Omar Salah. (2016). Effectiveness of Using Computerized Educational Packages in Teaching Math Curriculum on the Learning of Student in Eighth Grade at Ma'an City. Journal of Education and Practice, Vol.7, No.12. https://eric.ed.gov/?id=EJ1099555

q2 · i? · causal · r1

Two-way ANCOVA interaction term from the quasi-experiment's post exam. The article reports no interaction between gender and teaching method; no effect size or interaction test statistic is printed in the text.

"Table (5) explains that there aren’t differences be tween both males and females with different teachin g methods. This means that there isn't interaction be tween the two variables (gender and teaching method )"

Discussion¶

Related Claims¶

• Computerized educational packages produced statistically significant higher mathematics achievement than traditional teaching in eighth-grade classes in Ma'an — related
• No statistically significant difference in mathematics achievement between male and female students taught with computerized packages — related
• Male and female groups differed significantly on the pretest before the intervention, with females scoring higher — related
• No statistically significant interaction between teaching method and gender on Arabic grammar achievement — related
• No significant interaction between teaching method and gender on conceptual understanding of electric circuits — related
• Achievement differences favor females over males under both teaching conditions, with a small effect — related