Fig. 5From: Web-based authentic inquiry experiences in large introductory classes consistently associated with significant learning gains for all studentsStudent performance in report evaluation pre- and post-inquiry project. Comparison of the pre-inquiry project (pre-IP) and post-inquiry project (post-IP) scores for evaluation of an inquiry report using a rubric, for all students (n = 467), majors and nonmajors (n = 336 and 101), lower- and upper-division students (n = 301 and 166), women and men (n = 239 and 228), and under-represented minorities (URM) and other ethnicities (n = 116 and 352). The F ratio, df, and p value for mixed model ANOVA and the effect size (Cohen’s d) are shown above each groupBack to article page