The interaction between socio-economic status and treatment is statistically significant for mathematics achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The two–way interaction for SES- treatment F (6,221) = 2.346, p < 0.05 was statistically significant. → 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 · r1

Quasi-experimental study of 240 junior secondary two students in three Nigerian schools. The 3 x 2 x 3 ANCOVA revealed a significant two-way interaction between SES and treatment, F(6, 221) = 2.346, p < 0.05, suggesting that the effectiveness of feedback and remediation strategies may vary across socio-economic status groups.

"The two–way interaction for SES- treatment F (6,221) = 2.346, p < 0.05 was statistically significant"

Discussion¶

Related Claims¶

• The three-way interaction of gender, socio-economic status, and treatment is statistically significant for mathematics achievement — related
• Socio-economic status has no significant effect on junior secondary mathematics achievement when controlling for pretest — related
• The audio-visual intervention program affects language development similarly across high, middle and low socio-economic status levels — related