No statistically significant group-by-gender interaction on science achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 The group*gender interaction was not statistically significant (p = 0.230), with eta squared of 0.012, so the strategy advantage did not differ by gender. → Dr. Ribhi Khaleel Ahmad Hamdan 2017

Evidence¶

Dr. Ribhi Khaleel Ahmad Hamdan 2017¶

Dr. Ribhi Khaleel Ahmad Hamdan. (2017). The Effect of (Think – Pair – Share) Strategy on the Achievement of Third Grade Student in Sciences in the Educational District of Irbid. Journal of Education and Practice, Vol.8, No.9. https://eric.ed.gov/?id=EJ1139082

q2 · i1 · causal · r2

ANCOVA results table row (n = 120) for the group*gender source: F = 1.455, Sig. = 0.230, Eta Squared = 0.012. The article prints no prose interpretation of this interaction, so the finding rests on the table values alone.

"Group*gender 3.111 1 3.111 1.455 0.230 0.012"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Think–Pair–Share instruction produces a large statistically significant achievement advantage over traditional teaching in third-grade science — related
• Achievement differences favor females over males under both teaching conditions, with a small effect — related