Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing

International Journal of STEM Education

Table 3 Descriptive statistics and comparisons between the 3D Pen and DGE groups (by categories)

Category		Descriptive statistics^a		Comparisons between the 3D pen and DGE groups^b
		3D Pen group	DGE group
		Score mean (SD)	Score mean (SD)
Total	Score (item N = 27)
	T0	.45 (.33)	.46 (.27)	t(162) = − .130, p = .897 > .05
	T1	.78 (.27)	.85 (.21)	F(1, 162) = 2.694; p = .103 > .05; partial η² = .017
	T2	.80 (.26)	.85 (.23)	F(1, 156) = .337; p = .562 > .05; partial η² = .002
Faces	Score (item N = 9)
	T0	.56 (.39)	.75 (.30)	t(162) = − 3.324, p = .001 < .01
	T1	.82 (.27)	.86 (.23)	F(1, 162) = .513; p = .475 > .05; partial η² = .003
	T2	.84 (.27)	.87 (.23)	F(1, 156) = 1.860; p = .175 > .05; partial η² = .012
Edges	Score (item N = 9)
	T0	.42 (.39)	.27 (.35)	t(162) = 2.459, p = .015 < .05
	T1	.75 (.30)	.82 (.25)	F(1, 162) = 3.734; p = .055; partial η² = .023
	T2	.77 (.28)	.83 (.27)	F(1, 156) = 3.523; p = .062 > .05; partial η² = .022
Vertices	Score (item N = 9)
	T0	.37 (.38)	.35 (.33)	t(162) = .379, p = .705 > .05
	T1	.78 (.28)	.86 (.22)	F(1, 162) = 5.582; p = .019 < .05; partial η² = .034
	T2	.79 (.30)	.84 (.24)	F(1, 156) = 1.419; p = .235 > .05; partial η² = .009
Simple	Score (item N = 15)
	T0	.48 (.33)	.49 (.28)	t(162) = − .198, p = .843 > .05
	T1	.81 (.24)	.85 (.23)	F(1, 162) = .597; p = .441 > .05; partial η² = .004
	T2	.83 (.24)	.86 (.22)	F(1, 156) = .352; p = .554 > .05; partial η² = .002
Advanced	Score (item N = 12)
	T0	.41 (.38)	.41 (.31)	t(162) = − .036, p = .971 > .05
	T1	.75 (.36)	.85 (.25)	F(1, 162) = 4.632; p = .033 < .05; partial η² = .028
	T2	.76 (.34)	.83 (.28)	F(1, 162) = 1.321; p = .252 > .05; partial η² = .009

^aMean score/item is presented in the table
^bT tests were used in T0, and ANCOVA controlled by T0 scores were adopted in T1 and T2