No statistically significant gender differences in learning similar English letters were found on the post-test or follow-up test¶

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

Subclaims¶

q2 i? Two-way ANCOVA showed no statistically significant effect of gender on post-test performance (F = 2.689, p = 0.086) or follow-up performance (F = 2.453, p = 0.138). → Maysoon A. Dakhiel & Mohammed O. Abu Al Rub 2017

Evidence¶

Maysoon A. Dakhiel & Mohammed O. Abu Al Rub 2017¶

Maysoon A. Dakhiel & Mohammed O. Abu Al Rub. (2017). The Effectiveness of Pictured Letters Mnemonics Strategy in Learning Similar English Language Letters among Students with Learning Disabilities. World Journal of Education, 7(6). https://doi.org/10.5430/wje.v7n6p21

q2 · i? · causal · r2

Post-test ANCOVA in the 90-student quasi-experiment (45 male, 45 female, 15 of each per group): gender gave F = 2.689, p = 0.086; the follow-up ANCOVA gave F = 2.453, p = 0.138. No standardized effect size is printed for gender, so no magnitude is reported here.

"Table (5) shows that there were statistically significant differences of the teaching method, while there were no statistically significant differences due to gender nor interaction between them."

Discussion¶

Related Claims¶

• The advantage of the modified-plus-abstract pictured letters method persisted on a follow-up test administered after two weeks without intervention — related
• In the post-test, teaching method significantly affected learning of similar English letters among students with learning disabilities, favoring the modified-plus-abstract pictured letters method over traditional teaching — related
• No statistically significant interaction between teaching method and gender was found on the post-test or follow-up test — related
• Gender had no significant main or interaction effect on post-test scores — related