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International Journal of STEM Education
Fig. 3 | International Journal of STEM Education

Fig. 3

From: Web-based authentic inquiry experiences in large introductory classes consistently associated with significant learning gains for all students

Fig. 3

Self-perception of learning by student groups. Distributions of self-reported levels of a interest in ecology, b ability to formulate testable hypotheses, c understanding how ecologists conduct research, and d ability to evaluate quality of scientific report, before (pre-IP) and after (post-IP) the inquiry project, for majors and nonmajors (n = 1777 and 937), lower- and upper-division students (n = 1052 and 1062), women and men (n = 1361 and 1353), and under-represented minorities (URM) and other ethnicities (n = 630 and 2084). The W statistic and p value for Wilcoxon signed-rank test and the effect size (Cliff’s delta, δ) are shown above each group

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