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International Journal of STEM Education
Fig. 4 | International Journal of STEM Education

Fig. 4

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

Fig. 4

Comparisons of self-reported learning gains for pairs of student groups. Comparisons of self-reported gains, post-IP (inquiry project) score minus pre-IP score, between a majors and nonmajors (n = 1777 and 937), b lower- and upper-division students (n = 1052 and 1062), c women and men (n = 1361 and 1353), and d under-represented minorities (URM) and other ethnicities (n = 630 and 2084). The χ2 statistic and p value for Cochran-Mantel-Haenszel test and the effect size (Cramer’s V) are shown above each group with significant difference (df = 1)

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