No statistically significant interaction between instructional method and gender on scientific concepts acquisition¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Design limits · Mohammad Hasan Al-Tarawneh 2016: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The method-by-gender interaction was not statistically significant (F = 0.001, Sig. 0.979), indicating equivalent effects of educational games and traditional method for males and females. → Mohammad Hasan Al-Tarawneh 2016
Evidence¶
Mohammad Hasan Al-Tarawneh 2016¶
Mohammad Hasan Al-Tarawneh. (2016). The Effectiveness of Educational Games on Scientific Concepts Acquisition in the First Grade Students in Science. Journal of Education and Practice, Vol.7, No.3. https://eric.ed.gov/?id=EJ1089788
q2 · i? · causal · r1
Omnibus ANCOVA interaction term (group * gender) in the same quasi-experiment: Sum of Squares 0.001, F = 0.001, Sig. 0.979. No effect size is printed for this interaction.
"Table (4) reveals that there is no statistically si gnificant difference ( α ≤ )0.05 in students’ scientific concepts acquisition attributed to the interaction between instructional method and gender"
Discussion¶
Learner Variables¶
- Gender — moderator: an instructional effect differs by group
Related Claims¶
- No statistically significant gender difference in first graders' scientific concepts acquisition — related
- No significant interaction between teaching method and gender on Arabic oral skills achievement — related
- The interaction effect of gender and instructional analogy strategy on acquisition of organic chemistry concepts is not significant — related
- No statistically significant interaction between gender and teaching strategy on acquiring religious concepts — related
- The effect of games-based instruction on algebraic expressions achievement interacted significantly with gender, favoring male students — related
- Post-test achievement did not differ significantly by gender or GPA, and no interactions among teaching strategy, gender and GPA were found — related
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by process:wiki-ingest on 2026-11-01 |
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