Claims

No significant interaction between teaching strategy and gender on third-grade mathematics achievement

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

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 teaching strategy × gender interaction on posttest achievement was not significant (sig. 0.348, effect size 0.010). → Yaghmour 2016

Evidence

Yaghmour 2016

Kholoud Subhi Yaghmour. (2016). Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics. Journal of Education and Practice, Vol.7, No.5. https://eric.ed.gov/?id=EJ1092394

q2 · i? · causal · r2

Two Way ANCOVA interaction term: F = 0.891, sig. 0.348, effect size 0.010 — not significant at α=0.05. The author ascribes this to the program's media and procedures affecting male and female participants equally, and to similarities in educational setting and backgrounds.

"The statistical significance of the interaction bet ween the two variables: teaching strategy (traditio nal versus blended teaching) and gender (male and femal e) at (0.348), which is higher than (α=0.05), indic ates the lack of significant differences (effect) between th e means of the performance of the participants of the study in the post achievement test in Maths due to the inter action between the variables"

Discussion

Learner Variables

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