No significant interaction between teaching method and gender on conceptual understanding of electric circuits¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The two-way univariate ANCOVA found the method-by-gender interaction was not statistically significant (F(1,268) = .806, p = .37 0), meaning both males and females benefited from HWBTM at the same level. → Ali Khalid Ali Bawaneh 2010

Evidence¶

Ali Khalid Ali Bawaneh 2010¶

Ali Khalid Ali Bawaneh, Ahmad Nurulazam Md Zain, & Salmiza Saleh. (2010). The Effect of Herrmann Whole Brain Teaching Method on Students' Understanding of Simple Electric Circuits. European Journal of Physics Education, Vol. 2 No. 2, ISSN 1309 7202. https://portal.issn.org/resource/ISSN/13097202

q2 · i? · causal · r2

Two-way univariate ANCOVA (group x gender) with pretest covariate on 273 students' posttest scores; the plotted interaction in Figure 2 was described as showing "males and females, taught via HWBTM, and CTM benefited equally in conceptual understanding."

"The F(1,268) = .806, p = .37 0. This means that the interaction effects were QRW VWDWLVWLFDOO\ VLJQLILFDQW RQ VWXGHQWV¶ conceptual understanding CU."

Discussion¶

Related Claims¶

• Eighth graders taught with the Herrmann Whole Brain Teaching Method significantly outperformed conventionally taught peers on conceptual understanding of simple electric circuits — related
• No statistically significant gender difference in eighth graders' conceptual understanding of electric circuits — related
• No significant interaction between gender and instructional method on basic science achievement — related
• Eighth graders in both conditions performed poorly on the electric-circuits pretest, confirming prevalent misconceptions — related
• There is no significant interaction between teaching method and gender on Igbo language reading comprehension achievement — related