Socio-economic status has no significant effect on junior secondary mathematics achievement when controlling for pretest¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The effect of SES on achievement in mathematics was not significant [F (2, 308) = 0.240, P > 0.05]. → James and Folorunso 2012

Evidence¶

James and Folorunso 2012¶

Ajogbeje Oke James & Alonge Micheal Folorunso. (2012). Effect of Feedback and Remediation on Students’ Achievement in Junior Secondary School Mathematics. International Education Studies, 5(5). https://doi.org/10.5539/ies.v5n5p153

q3 · i? · causal · r2

Quasi-experimental study of 240 junior secondary two students in three Nigerian schools. ANCOVA of posttest scores by socio-economic status yielded a non-significant effect, F(2, 308) = 0.240, p > 0.05, indicating no statistically significant difference in mathematics achievement among students from high, medium, and low SES backgrounds after correcting for pretest differences.

"The summary of ANCOVA showed that the effect of SES on achievement in mathematics was not significant [F (2, 308) = 0.240, P > 0.05]."

Discussion¶

Related Claims¶

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