No statistically significant difference in reading achievement due to the interaction between gender and teaching strategy¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study found no statistically significant difference in achievement attributable to the gender-by-group interaction. → Al-Hammouri 2019

Evidence¶

Al-Hammouri 2019¶

Samer Al-Hammouri. (2019). The Effect of Using Prezi on Al Zaytoonah University Students' Performance in French Language Reading Skills. International Education Studies, 12(1). https://doi.org/10.5539/ies.v12n1p128

q2 · i? · causal · r1

The article states this null interaction finding in its abstract alongside the two-way ANOVA analysis plan; the results section reports the gender main-effect tests in Tables 2-4 but prints no interaction test statistic, so no effect size is available.

"There was no statistically significant difference due to the interaction between gender and group."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Literacy achievement differences showed no statistically significant effect of gender or of the method-by-gender interaction — possibly the same claim (merge candidate)
• Achievement gains from pictorial-story instruction showed no significant differences due to gender or the group-by-gender interaction — possibly the same claim (merge candidate)
• No statistically significant interaction between teaching method and gender on Arabic grammar achievement — related
• No statistically significant interaction between instructional method and gender on scientific concepts acquisition — related
• No statistically significant interaction between teaching method and gender was found on the post-test or follow-up test — related
• Post-test achievement did not differ significantly by gender or GPA, and no interactions among teaching strategy, gender and GPA were found — related
• Achievement differences favor females over males under both teaching conditions, with a small effect — reports the opposite
• No statistically significant interaction between teaching method and gender on post-achievement — related