No significant interaction between instructional treatment and gender on Electronic Works achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The interaction of treatments and gender was not significant (F = 1.004, p = .319), so the effectiveness of reflective inquiry does not depend on gender. → Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015

Evidence¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni 2015¶

Dr (Mrs) T. C. Ogbuanya & Dr A. S. Owodunni. (2015). Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges. Journal of Education and Practice, Vol.6, No.7. https://eric.ed.gov/?id=EJ1083083

q2 · i? · causal · r2

ANCOVA (Table 5) on the full sample tested the treatment-by-gender term; the null hypothesis was accepted. "The interaction of treatments and g ender has F- calculated value of 1.004" with p = .319. No effect size was printed; equivalence was not tested.

"The interaction of treatments and g ender has F- calculated value of 1.004 with significance of F of .319. Since .319 is higher than .05, the null hypo thesis for interaction effect of treatment and gender is accep ted."

Discussion¶

Related Claims¶

• No significant interaction between gender and ability level on achievement under reflective inquiry — related
• Gender significantly affects Electronic Works achievement, favouring boys — related
• The teaching-method effect on achievement interacts with student sex — reports the opposite
• Treatment and gender do not interact significantly in their effect on mathematics achievement — related
• ISIA effects showed no significant main effects of sex, but significant treatment-by-sex interactions for conceptual understanding and confidence — reports the opposite