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

Fig. 3

From: Raising attainment for low-scoring students through quectures: an analysis of achievement and engagement with personalised learning in lectures

Fig. 3

The effect of quecture engagement on course scores over 3 years. Average course results for students that did or did not submit quecture questions are shown for each of three consecutive yearly course iterations. For each year the class course average is indicated by a broken line (64.2% in 2017, 62.4% in 2018 and 59.5% in 2019). Standard error of the mean is shown for each sub-group. QH  high quecture engagers, QL  low quecture engagers, Q0  students that did not engage with quectures. Both high and low quecture engagers have significantly higher scores than those who did not submit a quecture question (Tukey P < 0.05 for QH vs Q0 and QL vs Q0)

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