We used student ethnicity, gender, course grade, and cumulative grade point average (GPA) in our demographic analysis.
The results of two-way ANOVA and Student t-test showed nonsignificant mean differences for gender, grade and school location.
To determine the students' exposure to four different sedentary behavior (SB) indi‐cators and their associations with gender, grade, age, economic status and physical activity level.
We found no significant association between headache type (migraine, tension-type, migraine and tension-type headaches combined and unspecified headaches) by gender, grade and school location.
These factors were compared to four learner-background characteristics: gender, grade level, L2 test-preparation time, and experience taking a high-stakes university-level language test.
Results suggest that certain teaching styles or style clusters seem to provoke more anxiety, especially when accompanied by other factors such as gender, grade point average and past performance.
These variables consisted of the major reporting variables age, gender, grade, parental occupation and education, immigration status, age at which the student (if an immigrant) arrived in the country, and language spoken at home.
Condition distributions were also well matched for gender, grade level, school location, and prior performance measures such as prior Skill Builder count, prior Skill Builder completion, prior problem count, and prior problem correctness.
Furthermore, talking on the phone is the least preferred form of seeking help across all demographics: gender, grade, sexual orientation and anxiety/depression score.
While it is good that colleges and universities' grades for race increased slightly, the drop in the gender grade highlights the voices of Title IX advocates who have been decrying the records of many institutions for years.
Age, gender, grade were adjusted.
