No significant difference in listening performance between male and female students taught with suggestopedia¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Posttest listening scores did not differ significantly by gender (male M=46.90 versus female M=50.65), so the null hypothesis of no gender difference was retained. → Muhammad Ali Mustapha 2018

Evidence¶

Muhammad Ali Mustapha 2018¶

Muhammad Ali Mustapha. (2018). Use of Suggestopedia to Improve Students’ Listening Skill in English Language. i-manager’s Journal of English Language Teaching, Vol. 8 No. 4. https://www.i-manager.com/journals/journal_of_english_language_teaching

q2 · i? · causal · r1

Gender comparison within the same quasi-experiment, reported in Table 2. The article states the two-tailed P-value equals (P= >0.38) and that "this difference is not scientifically significant", so the null hypothesis was retained at the 0.05 level; no effect size is printed.

"the mean score of male group regarding listening ability in posttest was (M=46.90, SD=17.701) while that of their female counterparts was (M=50.65, SD=20.607)."

Discussion¶

Related Claims¶

• Students taught listening with suggestopedia outperformed students taught with conventional methods on a posttest of English listening ability — related
• Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — related
• No significant gender difference in biology achievement among students taught with concept mapping — related
• Male and female students taught Igbo language reading comprehension with the cloze approach do not differ significantly in achievement — related
• No significant gender difference in mathematics achievement within the performance-assessment experimental group — related
• No significant difference in achievement between male and female students taught Technical Drawing with PowerPoint presentation — related
• Male students taught algebraic expressions with games achieved significantly higher adjusted scores than female students — related
• No significant gender difference in performance among undergraduates taught with blended learning — related
• Gender was not a significant factor in students' attitudes toward entrepreneurial skills acquisition after gardening instruction — related