No statistically significant interaction between teaching method and gender on post-achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The teaching method by gender interaction on post-achievement was not statistically significant (p = 0.065); no effect size beyond the printed .033 is interpreted. → Khader 2016

Evidence¶

Khader 2016¶

Nisreen Saleh Khader Khader. (2016). The Effectiveness of Blended Learning in Improving Students' Achievement in Third Grade's Science in Bani Kenana. Journal of Education and Practice, 7(35). https://eric.ed.gov/?id=EJ1126508

q2 · i? · causal · r1

Two-way ANCOVA interaction term for teaching method × gender on the post-achievement test. The article reports "the calculated ( P) value was (0065), which is not statistically significant"; the table prints an effect size of 0.033 and F of 3.479.

"the calculated ( P) value was (0065), which is not statistically significant at the level of statistical significance (α = 0.05)"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• No statistically significant interaction between teaching method and gender was found on the post-test or follow-up test — related
• No significant interaction between teaching method and gender on Arabic oral skills achievement — related
• No statistically significant difference in reading achievement due to the interaction between gender and teaching strategy — related
• No statistically significant interaction between gender and teaching method on eighth-grade mathematics achievement — related
• No statistically significant interaction between gender and teaching strategy on acquiring religious concepts — related
• Literacy achievement differences showed no statistically significant effect of gender or of the method-by-gender interaction — related