The effect of Tekster does not depend on student gender¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Although female students outscored male students overall, the intervention × gender interaction was not statistically significant. → Bouwer 2018

Evidence¶

Bouwer 2018¶

Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a Strategy-Focused Instructional Program on the Writing Quality of Upper Elementary Students in the Netherlands. Journal of Educational Psychology, 110(1), 58–71. https://doi.org/10.1037/edu0000206

q3 · i? · causal · r2

Multilevel model adding the group × measurement occasion × gender interaction; the improvement was nonsignificant, χ²(1) = 0.10, p = .75. A main effect of gender was significant, with female students exceeding male students by 7.62 points, but no effect size is printed for the interaction.

"The effect of Tekster, however, was not gender dependent, as indicated by a nonsignificant improvement in the model when the interaction between group, measurement occasion, and gender was allowed, /H92732(1) /H110050.10, p /H11005.75."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• The effect of Tekster does not depend on students' initial writing proficiency — related
• Tekster, a strategy-focused writing instruction program, statistically significantly improves the writing quality of upper-elementary students, with an overall effect size of 0.32 — related
• No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students — related