No statistically significant interaction between teaching method and gender was found on the post-test or follow-up test¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2017 · 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 method by gender interaction was not statistically significant on the post-test (F = 2.217, p = 0.135) or the follow-up test (F = 0.143, p = 0.860). → 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
Omnibus two-way ANCOVA interaction terms in the 90-student quasi-experiment: post-test F = 2.217, p = 0.135; follow-up F = 0.143, p = 0.860. No standardized effect size is printed for the interaction terms.
"Table (8) 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 gender differences in learning similar English letters were found on the post-test or follow-up test — related
- No statistically significant interaction between teaching method and gender on Arabic grammar achievement — related
- No statistically significant interaction between gender and teaching strategy on acquiring religious concepts — related
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