The treatment-by-gender interaction on post-test achievement is not significant¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The 2-way Treatment x Gender interaction on post-test scores was not significant (F = 0.637, Sig 0.594). → Fakolade 2010
Evidence¶
Fakolade 2010¶
Fakolade, O. A. & Adeniyi, S. A. (2010). Efficacy of Enrichment Triad and Self-Direct Models on Academic Achievement of Gifted Students in Selected Secondary Schools in Nigeria. International Journal of Special Education, Vol 25 No 1. https://eric.ed.gov/?id=EJ890561
q2 · i? · causal · r2
Omnibus ANCOVA table row for the Treatment x Gender interaction in the 3x2 factorial quasi-experiment: Sum of Squares 28.348, df 3, Mean Square 9.449, F 0.637, Sig 0.594 — not significant at 0.05. No effect size is printed.
"Treatment* x Gender 28.348 3 9.449 0,637 0.594"
Discussion¶
Related Claims¶
- Male and female experimental and control students were homogeneous in reading comprehension before the treatment — related
- Gender was a statistically significant source of variance in passive-voice post-test achievement — related
- Collaborative joint reading through a teacher's blog produces significantly larger reading comprehension gains than individual reading of the same stories on paper — related
- No statistically significant interaction between gender and teaching strategy on acquiring religious concepts — related
- Gender had no significant main or interaction effect on post-test scores — related
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