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The mean perception as to whether lecturers could adequately answer participant's questions increased from 4.40 to 4.65 (p < 0.05) in agreement (95% CI 0.34 to 0.45).
In some prototype situations, adding the explanation questions increased the complexity of an already complex task, disrupting students' experience of flow (Csikszentmihalyi 1991; Kiili 2005).
Other possible campus cutbacks include the administrators who answer student questions, increased reliance on part-time faculty and reduced maintenance staff.
However, the likelihood of right answers to our questions increased as reliance on the mass media decreased, and it increased with use of books, magazines, personal contacts and the web.
Moreover, the proportion of students who used the concept of most recent common ancestry (explanation score of one) to justify a correct evolutionary relatedness response for both questions increased from 0.00 before instruction to only 0.17 after instruction.
To determine whether perceived medication use knowledge held and/or needed influenced intention to seek information from pharmacists, whether an information intention relationship held after accounting for other variables, and whether asking medication use knowledge questions increased pharmacist information-seeking intention.
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In addition, semi-structured interviews, with some standardised questions, increase the comparability of participants' responses.
The final questionnaire contained 26 of the original 42 questions, increasing Cronbach's α value from 0.788 to 0.807.
For instance questionnaires that include indication-for use and drug-specific questions increase prevalence estimates for drug use compared to open-ended questions [ 14].
Pattern of use is influential in recall of past medications, and indication- or medication-specific questions increase prevalence estimates compared to open-ended questions [ 12].
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com