No statistically significant interaction between gender and teaching strategy on acquiring religious concepts¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The gender-by-teaching-strategy interaction on acquiring religious concepts was not statistically significant, suggesting both males and females can apply K.W.L. → Khalid A. Alsoudi 2017

Evidence¶

Khalid A. Alsoudi 2017¶

Khalid A. Alsoudi. (2017). The Effect of Using K.W.L Strategy upon Acquiring Religious Concepts. World Journal of Education, 7(2). https://doi.org/10.5430/wje.v7n2p31

q2 · i? · causal · r1

2-way ANOVA interaction term (Strategy*gender) on post-test scores in Table 5 reports F = 0.982, sig 0.324 for 139 8th-grade students; no effect size is printed for this omnibus interaction.

"it is found that the difference in means was not statistically significant, which means that both males and females can apply K.W.L easily and involve it in their learning"

Discussion¶

Related Claims¶

• K.W.L instruction produces significantly higher acquisition of religious concepts than traditional teaching among 8th-grade Jordanian students — a broader claim this one bears on
• No statistically significant difference in acquiring religious concepts attributed to students' gender — related
• No significant interaction between teaching method and gender on Arabic oral skills achievement — related