There is no significant interaction between teaching method and gender on Igbo language reading comprehension achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction effect of gender and instructional approach on students' mean Igbo reading comprehension scores is not statistically significant, with the cloze approach superior at both gender levels. → Nneka Justina Eze 2015

Evidence¶

Nneka Justina Eze 2015¶

Nneka Justina Eze. (2015). Effects of Cloze Instructional Approach on Senior Secondary School Students' Achievement in Igbo Language Reading Comprehension. Journal of Education and Practice, Vol.6, No.21. https://eric.ed.gov/?id=EJ1079076

q3 · i? · causal · r1

Two-way ANCOVA (teaching methods and gender with interaction effect) on overall Igbo reading comprehension scores for both groups. The interaction F was 0.113 against a critical value of 3.92; the null hypothesis was upheld. Table 3 shows cloze adjusted means of 57.90 (males) and 54.38 (females) versus 45.00 and 39.58 under the conventional method.

"On the test of significance of interactions betwee n methods and gender on students mean achievement in Igbo language reading comprehension, summary of result in Table 4 shows that the F.calculated value (0.113) is less than the F.critical value (3.92) at the given alpha level."

Discussion¶

Related Claims¶

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