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Second, relating to the primetime learning model, we studied how the points from principles, practice, and problems correlated with the self-assessment points and how teacher and group assessment points are compared to self-assessment points.
Only children with valid data at both assessment points are included in the current paper.
Sample characteristics with means and standard deviations for all variables and assessment points are displayd in Table 1.
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An independent set of accuracy assessment points was selected using a disproportionate stratified sampling strategy to support the development of error matrices.
Third, the assessment points were strictly adhered to.
The size of the samples at both assessment points were small and in particular at T2.
For the IRR, yet another 33 assessment points were added in the without mirror condition.
The assessment points were before treatment, at the end of treatment and 60 weeks later.
An overview of the study design and the assessment points is provided in Figure 1.
The assessment points were at 17 weeks gestation, 30 weeks gestation, and six months postpartum.
The main assessment points were before treatment, at the end of treatment and 60 weeks later.
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