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.
Although the main focus was on the relationship between advance quizzing, review and performance in the final exam, a first set of analyses tested for differences between the two student groups.
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.
The family support factor in student motivation was the only individual item with a statistically significant difference between the two student groups, t(44) = 1.81, p = 0.038, with the minority students responding with higher identification with the statement than for White students.
The average percentage difference in recall accuracy between the two student groups was 41%.
There were no significant differences between the two student groups understanding (Mann Whitney p > 0.05).
In their final year, the difference between the two student groups had widened (56.4 vs. 65.3; p < 0.01).
Furthermore, examining the differences between the two student groups for each year, the clinical short- and long-case exam scores differed between the two students groups in 2012, but the OSCE exam results did not differ between the two student groups in 2013.
Another difference between the two student groups was that the factor 'Patient orientation' was rated as more important by students choosing a career in general practice.
Comparisons between the two student groups at the start of their courses shows that medical students have more positive attitudes to CLBP than controls.
