The interaction of treatment and gender has no statistically significant effect on achievement in algebraic word problems¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 The treatment by gender interaction was not statistically significant (partial eta squared = 0.019). → Josiah Owolabi & Tobiloba Faith Adaramati 2015

Evidence¶

Josiah Owolabi & Tobiloba Faith Adaramati 2015¶

Josiah Owolabi & Tobiloba Faith Adaramati. (2015). Effects of Graphic Organiser on Students' Achievement in Algebraic Word Problems. Journal of Education and Practice, Vol.6, No.5. https://eric.ed.gov/?id=EJ1083649

q2 · i1 · causal · r1

ANCOVA interaction term (treatment*gender) on post-test achievement in the non-equivalent group design. The article reports no significant interaction, with partial Eta squared of 0.019, implying the interaction accounts for 1.9% of variance.

"Table 4 also showed that there was no significant i nteraction between treatment and gender on students ' mean achievement in algebraic word problem. {F (0.304) = 0.740, p > 0.05)"

Discussion¶

Related Claims¶

• Gender has no statistically significant main effect on achievement in algebraic word problems — related
• Graphic organiser treatment has a significant main effect on students' achievement in algebraic word problems, accounting for 23.5% of post-test variance — related
• Achievement differences favor females over males under both teaching conditions, with a small effect — related
• Treatment and verbal ability interact significantly in their effect on students’ interest in mathematics — related
• Treatment and gender did not interact significantly in their effects on algebra achievement — related