Magnitude of interaction between gender and learning traits on academic achievement scores

This paper investigates the magnitude of difference of academic achievement scores by gender and the magnitude of interaction between gender and students' learning traits on academic performance of a group of international students in two teaching and learning practices. The magnitude of difference and magnitude of interaction were determined by using Cohen's d with Hedges g correction. Coe's spreadsheet was used for the analysis. The study showed that although the magnitude of difference of academic achievement scores was found to be small on two different teaching and learning practices, the magnitude of interaction between gender and learning traits varied from very small to large. It is a challenging task to accommodate all individual differences and optimize the learning environment. Appropriate teaching strategies are suggested to use to enhance the learning process of international students from diverse background