No significant difference in interest between male and female students taught electrochemistry with Round-robin¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · 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 null hypothesis of no significant difference in mean interest scores of male and female students taught with Round-robin was retained (t = -7.67, p = 0.52). → Adigun Folaranmi A; Grace A. Ajagun; Madu Samuel 2019
Evidence¶
Adigun Folaranmi A; Grace A. Ajagun; Madu Samuel 2019¶
Adigun Folaranmi A; Grace A. Ajagun; Madu Samuel (2019). Effect of Round-Robin Instructional Strategy on Senior Secondary School Students' Interest in Electrochemistry in Federal Capital Territory Abuja Nigeria. Journal of Education and e-Learning Research, 6(3): 129-134. https://doi.org/10.20448/journal.509.2019.63.129.134
q2 · i? · causal · r1
Dependent t-test analysis (Table 4) of interest scores of male (n = 59) and female (n = 44) students in the Round-robin group; the article reports t = -7.67 and P = 0.52 and retained the null hypothesis. Equivalence was not formally tested.
"In addition, the calculated value of t is -7.67 while the P-value is 0.52. Since the P -value is greater than 0.05, it means that there is less than 1% chance that the difference between the male and female students mean scores occurred by chance."
Discussion¶
Related Claims¶
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