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As noted in the results, this difference between these two student groups was the only external self-concept motivation with statistical significance amongst the various motivations to persist in their major.
An objective of the evaluation was to determine the extent IWB technology could foster performance parity in academic achievement between ELL and regular students, that is, reduce the student achievement gap between these two student groups in 3rd and 5th grade mathematics and reading.
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The discussion between these two students was audio-taped as they worked on their concept maps.
With the exception of "My school counselor encouraged me" (one tailed N-1 two proportion test, p = 0.031 with the White students more likely to cite this factor), none of the differences between the responses of these two student groups in Fig. 2 were statistically significant.
The connections exhibited by these three student teachers between theory (principles of pedagogy) and practice (the classroom discourse patterns that characterized their teaching) were interpreted as: (1) understanding how practice fits theory; (2) connecting theory and practice to generate grounded theories of practice; and (3) developing practical theories.
(Alec Ash also discusses this difference between the two student coffee cultures in an article here).
However, any such differences between the two student populations were adjusted for in the regression analyses.
There were no significant differences between the two student groups understanding (Mann Whitney p > 0.05).
The average percentage difference in recall accuracy between the two student groups was 41%.
In their final year, the difference between the two student groups had widened (56.4 vs. 65.3; p < 0.01).
Disagreements about exclusions between the two student researchers were resolved through discussions with one of the authors of this paper.
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