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Fig. 3 | International Journal of STEM Education

Fig. 3

From: Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity

Fig. 3

Survey results reported by students who did and did not take EGR 101. The survey was taken at the close of their sophomore year. Reported values are mean ± standard deviation. p value shown as t (< 0.1), * (< 0.05), ** (< 0.01), and *** (< 0.001). Cohen’s d effect sizes are noted as high for > 0.60 and medium for 0.30–0.60

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