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There was no statistically significant difference in performance on the summative assessment between students who used the tutorial and those who used the workbook version of the module.
Of these, 1885 students in 18 classes used the tutorial version of the module and 720 students in 20 classes used the workbook version.
There were additional changes made after classes used the tutorial version for one semester (after study 1 but prior to study 2).
To capture whether the revisions to our module increased student understanding of natural selection, we were most interested in the effect of treatment (whether they used the tutorial version or the workbook version) on their performance measure (score).
In other words, when we accounted for the clustering of students in classes, there was not a significant difference in performance for students who used the tutorial version (Mean = 73.12 ± 20.61) and those who used the workbook version (Mean = 68.65 ± 22.85) on the summative assessment.
The use of misconceptions as distractors in the multiple-choice questions allow for more complete assessment of student conceptual knowledge (Anderson et al. 2002); based on their answer selections, students who used the tutorial showed a decrease in selection of misconceptions from pre to post-test (Fig. 3).
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Moreover, we used the tutorials to demonstrate the run time and memory requirement of sample implementations of ViennaNGS in a real world scenario (Table 1).
(2) Is there a difference in the prevalence of the adaptive mutation misconception between students using the tutorial version and students using the workbook version? .
Is there a difference in the prevalence of the adaptive mutation misconception between students using the tutorial version and students using the workbook version?
(2) Do we see an increase in key concept understanding and decrease in misconception use after using the tutorial version of the module?
Fig. 3 Standardized misconception counts calculated from multiple-choice items for students using the tutorial version of Darwinian Snails on pre and post-tests in study 1.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com