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According to response in Table 4, graphs were generated.
Finally, the impact of the noise on the data was assessed using ANOVA, and the assessment results are tabulated and represented for every response in Table 3.
Based on the model for the prediction of response in Table 3, we assessed the variation in the response propensities for the contrast between the respondents and non-respondents [ 24].
Some of the perceived advantages and disadvantages of using the digital ovulation tests mentioned by volunteers during the exit interview have been listed and ordered by frequency of response in Table V.
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Student responses are denoted by numbers that match with the responses in Table 1.
In a similar way, we simulate labour supply responses in Table 6 for the same representative individual.
As the set of responses in Table 4 indicate, both instructors demonstrated learner-centered beliefs oriented towards learning facilitation as opposed to teacher-centered beliefs oriented towards knowledge transmission (Prosser and Trigwell 1993).
The mean percentages of correct responses in Table 1 show that dyslexic readers had little difficulty with words (over 90% correct YES responses) but exhibited some difficulty to reject pseudowords.
This appears contradictory to the responses in Table 2.
However to place the qualitative data in context, we have summarised the PTO responses in Table 1a.
Table 8 depicts the two most frequently expressed positive and negative comments for each year group (excluding the direct responses in Table 7).
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