No significant interaction between teaching method and gender on Arabic oral skills achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The teaching method by gender interaction on post-test oral skills scores was not statistically significant (F=1.435, sig=.237). → Nail M. Alhajya 2018

Evidence¶

Nail M. Alhajya 2018¶

Nail M. Alhajya, Sumaia S. Alzaghamim, Yousef M. Arouri. (2018). THE IMPACT OF VIRTUAL TRIPS ON THE DEVELOPMENT OF ARABIC LANGUAGE ORAL SKILLS AMONG THIRD GRADE STUDENTS IN JORDAN. Journal of Technology and Science Education, 8(1), 72-85. https://doi.org/10.3926/jotse.331

q3 · i? · causal · r1

ANCOVA on the 48-student quasi-experiment tested the Group*Gender interaction on post-test achievement. The interaction term was non-significant, suggesting VTM benefited male and female students similarly. No effect size is printed.

"Table 2 indicates that there weren’t statistically significant differences at the level of (α=0.05) in the development of Arabic oral skills among the third graders between experimental group and the control in the post-test according the interaction between students’ gender variable and teaching strategy variable. The value of F= 1.435 and sig= .237"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

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