Achievement gains from pictorial-story instruction showed no significant differences due to gender or the group-by-gender interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i0 negligible
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 ANCOVA showed no statistically significant differences due to gender (F=.053, p=.818, η²=.001) or group*gender (F=.524, p=.471, η²=.006) at the 0.05 level. → Hamdan 2017

Evidence¶

Hamdan 2017¶

Ribhi Khaleel Ahmad Hamdan. (2017). The Effect of Using Pictorial Story in raising the achievement in Arabic among second Grade Students' in Irbid. Journal of Education and Practice, 8(10). https://eric.ed.gov/?id=EJ1139826

q2 · i0 · causal · r2

Same ANCOVA on the 100-student sample: gender η²=.001 and group*gender η²=.006, both non-significant, indicating the pictorial-story benefit held similarly for males and females. The article reports "no statistically significant differenc es" for both terms.

"There were no statistically significant differenc es in the performance of students due to the gender variable and the interaction between gender and gro up at the level of significance (0.05), where (F) d id not reach to the level of statistical significance."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Second-grade students taught Arabic with pictorial stories significantly outperformed traditionally taught controls on an achievement test, with a large group effect — related
• Males significantly favored writing interactive stories over traditional stories at school, while females showed no significant difference. — related
• No statistically significant interaction between teaching method and gender on Arabic grammar achievement — related
• The effect of Jigsaw teaching on scientific concept acquisition did not differ by student gender — related
• No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053) — related
• Achievement differences favor females over males under both teaching conditions, with a small effect — related
• Treatment and gender do not interact significantly in their effect on mathematics achievement — related