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Large differences in completion rates are apparent across racial/gender groups.
Further research might address the differences in completion probabilities by trade group and by province.
There were no significant differences in completion rates by gender, level of study (undergraduate or postgraduate) or MOOC platform.
McGivney (1996) reported differences in completion between part-time and full time student in the British higher education sector in the range between 6 and 17percentt.
None of the cows were able to traverse the L4 maze although 10 cows retained the motivation to reach the reward, showing significant (P < 0.01) differences in completion time between the no-maze and the L4 maze situations.
This, in addition to the above-mentioned impediments, may account for the considerable differences in completion rates and additionally necessitates caution when attempting to directly compare completion rates between both sectors, as these numbers need to be interpreted differently.
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If we assume that at least 5% of women in both arms of the study who did not complete the survey did complete diagnostic follow-up procedures, the difference in completion of follow-up procedures is statistically significant at p < 0.05 (Table 4).
This difference in completion rates seems only partly due to gender disparity in family responsibilities.
The difference in completion rate between male and female students (84% vs 76%) was not significant (p > 0.20).
The switching cost was the difference in completion time for the third series minus the average completion time for the first two.
An additional issue in assessing the difference in completion rates between the university and VET sector is that there has been some controversy about the way in which completion rates are determined in the vocational system.
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