Along the baseline, students held cutout letters spelling out "Lavinwood".
In an alternating treatment design with baseline, students were first exposed to baseline conditions and then to 2 experimental conditions (i.e., an antecedent exercise condition and a control condition) in a randomized fashion.
As mentioned above, the baseline student-level model (see Fig. 1) was adopted from a previous study on the Swedish data conducted within the same project (Rasmusson and Åberg-Bengtsson 2015) and was hypothesized to fit Norwegian data as well.
The treatment students outscored the baseline students, demonstrating the feasibility of teaching young students the fundamental concepts behind the theory of evolution and thus preparing them to deepen their understanding when they next encounter the topic.
At baseline, students were less likely to rate "what you eat" as mattering "a lot" (39.0%) compared to being healthy (55.1%) and exercising daily (51.0%), assessed via Cochran's Q test to be significant χ2(2) = 18.143, p < .001.001
These baseline students had been taught in traditional fashion, using textbooks and other materials aligned to the state science standards, which include the concepts we target, though they do not require, or even suggest, that they be integrated within an evolutionary framework.
At baseline, students had to complete questions regarding their history of STI testing.
Already at baseline, students in both groups considered themselves rather capable to refuse cigarette offers (table 1).
Despite a high baseline, students expressed a significant increase in their plans to engage in health legislative advocacy in the future.
a P < 0.05 compared with baseline b P < 0.001 compared with baseline Students were asked to nominate from a list up to four common behaviours or experiences for a person with depression.
Further factors being associated with a higher risk of attrition (male gender, higher age, migration background) were explored by analysing subsamples of male students, students aged ≥11 years at baseline and students with migration background.
