There is no significant interaction between gender and teaching method on students' achievement in Basic Science¶

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 two-way interaction of teaching method and gender was not significant (F-calculated .425, below the critical value 3.89), while the treatment group's adjusted mean exceeded the control group's at both male and female levels. → Nwafor Chika E 2015

Evidence¶

Nwafor Chika E 2015¶

Nwafor Chika E, Abigail Chikaodinaka Obodo, Gabriel Okafor. (2015). Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science. Journal of Education and Practice, Vol.6, No.5. https://eric.ed.gov/?id=EJ1083647

q2 · i? · causal · r1

ANCOVA with interaction term (Table 4: Teaching Methods & Gender, F = .425). The researcher upholds the null hypothesis of no significant interaction between gender and method. Adjusted means favoured the treatment group for both males (56.11 vs 40.82) and females (52.86 vs 39.70).

"for the two-way interaction, the F-calculated is .425 which is less than the critical value of 3.89 at alpha value of 0.05"

Discussion¶

Related Claims¶

• Among students taught Basic Science with the self-regulated learning approach, there is no significant difference between male and female achievement — related
• No significant interaction between gender and instructional method on basic science achievement — possibly the same claim (merge candidate)
• Junior secondary students taught Basic Science with a self-regulated learning approach achieved higher adjusted mean scores than students taught with the conventional method — related
• 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 — related
• No significant gender difference in academic performance among students exposed to the demonstration method — related
• No significant gender difference in academic performance among students exposed to the lecture method — related
• Demonstration method was more effective than lecture method in learning economics concepts among secondary school students in Borno State — related