Treatment and gender did not interact significantly in their effects on algebra achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction effect of treatment and gender on students' achievement in algebra was statistically not significant (F (1,387)=1.284, p=0.278, η2p=0.007), so the treatment conditions did not discriminate across gender. → Ojaleye 2018

Evidence¶

Ojaleye 2018¶

Ojaleye, O. & Awofala, A.O.A. (2018). Blended learning and problem-based learning instructional strategies as determinants of senior secondary school students' achievement in algebra. International Journal of Research in Education and Science (IJRES), 4(2), 486-501. https://doi.org/10.21890/ijres.428286

q3 · i? · causal · r2

ANCOVA interaction test in the same quasi-experimental study; the null hypothesis of no treatment-by-gender interaction was not rejected. The article reports "η 2p=0.007" in Table 6 for the Treatment×Gender source. No equivalence test was reported.

"An analysis of the posttest algebra s cores of the interaction of treatment (PBL, BL & TLM) and gender (male & female) using the Analysis of Covariance as contained in Table 6 above showed that the interaction effect of treatment and gender was statistically not significant (F (1,387)=1.284, p=0.278, η 2p=0.007)."

Discussion¶

Related Claims¶

• The authors argue blended learning could be used to close the gender gap in algebra achievement because male and female students achieved comparably under BL — related
• Gender has a statistically significant but small main effect on algebra achievement favouring male students — related
• The interaction of treatment and gender has no statistically significant effect on achievement in algebraic word problems — related
• Gender shows no significant difference in reading comprehension achievement between experimental and control groups in the Ekiti quasi-experiment — possibly the same claim (merge candidate)
• The effect of games-based instruction on algebraic expressions achievement interacted significantly with gender, favoring male students — reports the opposite
• Instructional strategy has a statistically significant main effect on senior secondary students' achievement in algebra, with a large partial eta squared of .136 — related