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But the software had no overall impact on student achievement when data from both student cohorts were combined.
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In this paper, we report on our experiences with this approach, based on quantitative data from the students and qualitative data from both students and teachers.
Interview data from both students and mentors discussed how, due to the academic challenges of the course, students found it difficult to focus on integrating, or contextualising, their course knowledge into practice.
One of the major components of the MCB130L curriculum is the presentation of data derived from both student experiments and the primary literature.
Data from student questionnaires, a student focus group, interviews with lecturers, notes from staff meetings, and an ethnographic case study of one student's experience of the model were triangulated and the learning opportunities it presented were examined.
Utilising data from both first year students and second year students as part of a multigroup analysis, unconstrained nested model comparisons showed no significant difference in the unconstrained model between year groups (Δχ(7)=3.079,p=0.878).
The method used consisted of an evaluative study and the collection of data from both professors and students.
Preliminary data from both the facilitator and student perspective on the implementation of this methodology is presented.
This paper utilises preliminary data from both the facilitator and student viewpoint to determine whether the use of this novel methodology is feasible with large groups of students.
Data were collected from both students and group leaders using a semi-structured focus group format.
Empirical probit model results combining the data from both institutions found that current student knowledge of their respective campus built heritage did not positively relate to the value they place on preservation, even though the visual identity was significant for students and influenced their decision to attend the particular institution.
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