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mean index score.
BEL-MIS, Biological Evolution Literacy Survey mean index score.
Female participants (n = 36) produced a 93.39 mean index score and male participants (n = 40) produced a mean index score of 87.48.
Table 1 presents the participant profile and the BEL Survey mean index score (BEL-MIS) for members of each identified criteria.
Disturbingly, this study revealed two cases in which students who entered their Biology I courses held a higher pre-instruction BEL Survey mean index score than the BEL Survey index scores produced by their respective teachers on the identical survey.
*statistically significant at ≤ 0.05 Overall clients' mean index score was 49.4 (sd) 15.46.
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Analysis revealed students' post-instruction BEL Survey mean index scores (M = 71.72, SD = 8.80) were significantly higher (p <.01) than were their pre-instruction BEL Survey mean index scores (M = 70.11, SD = 6.97).
These variables included pre- and post-instruction BEL Survey mean index scores, number of misconceptions, student self-knowledge rating, and student BEL Survey Likert scale responses.
Results also indicated significant differences in participants' mean index scores related to biological evolution knowledge self-rating and hours dedicated to teaching evolution.
In general, the results suggest a small inverse correlation between the two variables, indicating that as the number of teachers' misconceptions increase, students' post-instruction BEL Survey mean index scores decrease and, as the number of teachers' misconceptions decrease, students' post-instruction BEL Survey mean index scores increase.
In almost all quintiles the SWT resulted in the greatest mean index scores (only in least severe health states, mean index scores for GT was greatest).
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