Treatment method significantly affected reading comprehension achievement and was not sex-biased¶

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

Subclaims¶

q2 i? Students' achievement in reading comprehension differed significantly by treatment (F = 167.090, p < 0.05), leading the author to conclude the method was not sex biased. → Akinwumi 2017

Evidence¶

Akinwumi 2017¶

Akinwumi, J. O. (2017). Effects of Gender and School Location on the Ekiti State Secondary Schools Students' Achievement in Reading Comprehension in English Language. Journal of Education and Practice, 8(5). https://eric.ed.gov/?id=EJ1133080

q2 · i? · causal · r2

Main effect of treatment group (problem-solving and eclectic morphological packages vs conventional teaching) in the 2 x 3 ANCOVA of reading comprehension, significant at "F = 167.090, p < 0.05"; the gender-by-group interaction was non-significant.

"However, students' achievement in reading comprehension differ significantly by trea tment (F = 167.090, p < 0.05). By implication, method was not sex biased."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Gender shows no significant difference in reading comprehension achievement between experimental and control groups in the Ekiti quasi-experiment — related
• Congressional hearing testimony reports, citing a 1979 ETS study second-hand, that females tend to do better on test items with female or neutral figures than on items with male figures — related
• Urban-school students significantly outperformed rural-school students in reading comprehension between experimental and control groups — related