Male and female experimental and control students were homogeneous in reading comprehension before the treatment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A one-way ANOVA on pre-test scores showed no significant differences among the four gender-by-condition subgroups (F = .829, sig. = .483), and Levene's test showed equal variances (F = .088, sig. = .126). → Behjat 2013

Evidence¶

Behjat 2013¶

Behjat, F. (2013). Joint Book Reading: How Do Blogs Foster Collaborative Comprehension? i-manager's Journal of English Language Teaching, Vol. 3 No. 2, April-June. https://eric.ed.gov/?id=EJ1068891

q2 · i? · causal · r1

Pre-test homogeneity check on the Longman TOEFL reading comprehension test (30 questions, five passages, r = 0.8 test-retest reliability) administered before instruction. The article reports the four subgroups performed the same; no effect size is printed.

"According to Table 2, the significance level (sig. = .483) is not much lower than the value of F (F = .829). Therefore, it can be implied that regarding reading comprehension, the performances of all male and female students in the control and experimental groups were the same, and they were homogeneous."

Discussion¶

Related Claims¶

• Collaborative joint reading through a teacher's blog produces significantly larger reading comprehension gains than individual reading of the same stories on paper — related
• Female students in the blog-based collaborative reading group showed the largest reading comprehension gains, and the gender null hypothesis was rejected — related
• No statistical gender difference appeared in pre-test or comparison scores in either control group — related
• The experimental and control groups were statistically comparable in reading comprehension before the treatment began — a broader claim this one bears on
• The four groups were homogeneous in general English proficiency before treatment (placement-test ANOVA sig .881) — related
• The experimental and control groups were homogeneous in English proficiency before the intervention — related
• The three intact classes were equivalent in general proficiency before treatment, supporting comparability of groups — related
• A one-way ANOVA found no significant difference in writing proficiency among the five pre-test groups — related
• Post-treatment gain-score differences were concentrated between male control students and blog-group students, while within-condition gender contrasts were not significant — related
• Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — related
• Female EFL learners attain significantly higher reading comprehension scores than male learners under question-generation strategy — related
• Before implementation, the experimental and control groups showed no statistically significant difference in academic achievement pre-test scores — related
• Posttest scores differed significantly across the four gender-by-instruction subgroups in a one-way ANOVA — related
• No significant gender difference in mastering thanking under explicit instruction: the second null hypothesis was retained — related
• Male and female groups differed significantly on the pretest before the intervention, with females scoring higher — related
• The treatment-by-gender interaction on post-test achievement is not significant — related