Post-treatment gain-score differences were concentrated between male control students and blog-group students, while within-condition gender contrasts were not significant¶

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? The highest mean difference was between male control students and female experimental students (mean difference = 2.86857, sig. = .000), and the second highest between male control and male experimental students (mean difference = 2.42857, sig. = .000). → Behjat 2013 q2 i? Male and female students within the control group (sig. = .599) and within the experimental group (sig. = .689) did not differ significantly from each other. → 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

Scheffe post-hoc pairwise comparisons on gain scores of the four gender-by-condition subgroups in the same quasi-experiment. The article also reports the male-female contrasts within each condition were not significant (sig. = .599 control; sig. = .689 experimental); no effect sizes are printed.

"Based on Table 5, the highest mean difference was observed between male students in the control group and female students in the experimental group (mean difference = 2.86857). The second highest mean difference was between the male students' gain scores in the control group and male students in the experimental group (mean difference = 2.42857)."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

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
• Male and female experimental and control students were homogeneous in reading comprehension before the treatment — related
• Posttest scores differed significantly across the four gender-by-instruction subgroups in a one-way ANOVA — related
• Experimental-group females significantly outperformed both control-group subgroups in post-hoc comparisons — related
• No significant gender difference in mastering thanking under explicit instruction: the second null hypothesis was retained — related