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

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

Category

 

Descriptive statisticsa

Comparisons between the 3D pen and DGE groupsb

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

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