The teaching-learning process was qualitative- and quantitatively assessed by comparing results between an initial and final evaluation.
For the intragroup analysis, the comparison between the initial and final evaluation was made.
The other data showed no statistically significant difference (p > 0.05) between the initial and final evaluation within group.
In the intergroup analysis, comparison was made between the pair developments (evaluation 1 and 2, evaluation 2 and 3, evaluation 3 and 4, initial and final evaluation).
For the third TNF antagonist, HAQ scores were 1.87 and 1.75 at the initial and final evaluation, respectively (Δ = -0.12; p = 0.1).
I-F = initial and final evaluation In the developmental comparison between the first and last evaluation a difference in HR at rest was verified, with a reduction in the Nonsmoker Group when compared with the Ex-smoker Group (t = 2.076 and p = 0.045).
The correlation analysis of the pretest scores obtained for the initial and final evaluation of the online module yielded a coefficient of 0.9 and that of the posttest scores yielded a coefficient of 0.8.
However, in Table 3, for all the V-RQOL scores there were statistically significant difference in the comparison between the initial and final evaluation for control and experimental groups, but no statistical difference inter groups.
The ITT analysis allowed for further identification of the presence of significant differences between the initial and final evaluation of the overall adherence to weight control index in the experimental group adolescents (∆ M = −0.08 ± 0.44 ZZ = −1.979; p = 0.048).
The test-retest reliability of the test performance on the online module of the Nigerian Code was estimated using the Cronbach's alpha, a measure of internal consistency of an instrument, by comparing the pretest scores of the initial and final evaluation, and the posttest scores for both evaluations.
