Sentence examples for differences in introductory from inspiring English sources

Similarly, we examined the performance differences in introductory classes and found that they had relatively little impact on performance in upper-level courses.

We found that both academic achievement and participation in class reveal evidence of systematic gender differences in introductory biology at a R1 institution, which suggest that there may be many unexplored aspects of science identity development that remain to be addressed before we can purport gender equity in biology.

In this study we analyze gender differences in an introductory programming course at the university level.

The story is virtually the same in the DS version, but with some major differences in the introductory sequence: Luneth goes to the Altar Cave alone, but while exploring he trips and falls into a hole created by the earthquake.

In addition to studying the lab itself, we also report results on differences in learning between introductory versus advanced biology students and on differences in information gained from the several types of questions included on our tests.

Thus, the upper-level course context reduces the potential individual differences in student ability often found in introductory courses, whether for nonmajors or majors.

We have come to characterize these challenges as reflecting a difference between the core ideas presented in introductory physics and biology.

To test for differences in cognitive levels assessed by introductory biology and university physics, we used chi-square analysis, and to quantify the magnitude of the difference between groups, we calculated effect size using Cramer's V, which is an appropriate measure when working with categorical data and chi-square analyses (Smithson, 2003).

Finally, we used descriptive statistics to examine differences between the frequency of misconceptions before and after instruction in introductory biology courses and among upper-division students.

This finding is significant as it suggests that implementing comprehensive educational reform using required peer-led cooperative learning may have the proximate effect of mitigating differences in academic preparation (as measured by SAT scores) for students in introductory STEM courses.

Others are pedagogical they represent cultural differences in what instructors (especially at the introductory level) view as appropriate to do in their classes.