Before the intervention, male students scored significantly higher than female students on the English grammar pre-test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · 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? A T-test on pre-test scores by gender showed a statistically significant small difference in favor of males (sig = 0.025). → Nibal Abdelkarim Mousa Malkawi & Mona Smadi 2018
Evidence¶
Nibal Abdelkarim Mousa Malkawi & Mona Smadi 2018¶
Nibal Abdelkarim Mousa Malkawi & Mona Smadi. (2018). The Effectiveness of Using Brainstorming Strategy in the Development of Academic Achievement of Sixth Grade Students in English Grammar at Public Schools in Jordan. International Education Studies, 11(3). https://doi.org/10.5539/ies.v11n3p92
q2 · i? · causal · r1
T-test comparing pre-test scores by gender across the whole sample (males n = 128, mean 24.612, SD 7.993; females n = 106, mean 23.862, SD 7.080); significance "(0.025)", below α = 0.05, in favor of males.
"there are statistically significant differences between the scores of males and females in the pre achievement scores in the English grammar test for the sixth grade level in favor of males and appear to be small differences"
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- Within the brainstorming-taught experimental group, female students significantly outperformed male students on the English grammar post-test — related
- Gender disparities in CT education show a very small but statistically significant overall effect favoring males (g = 0.106) — a broader claim this one bears on
- Sex does not significantly influence gain in learning Voice in English Grammar in the CIM and CAI groups — related
- In a quasi-experiment on giving students prior topics and instructional objectives, Literature-in-English achievement did not differ significantly by gender in an ANCOVA across treatment and control students — related
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