Table 3 Traditional teaching style comparison between CG and EG in terms of intrinsic motivation (after the first laboratory session).

From: The impact of long-term inquiry-based science education on students’ motivation and knowledge acquisition: the role of gender, subject, and level of inquiry

 

Interest/enjoyment

Effort/importance

Pressure

Value/usefulness

Md_CG (SD)

6.00 (1.42)

5.50 (1.10)

6.25 (1.61)

6.25 (1.71)

Md_EG (SD)

6.00 (1.34)

5.88 (0.88)

5.63 (1.38)

6.50 (1.30)

Mann–Whitney U

406.5

354.5

383.0

404.0

Wilcoxon W

812.5

819.5

789.0

869.0

Z

−0.21

−1.02

−0.58

−0.26

p-value (2-tailed)

0.83

0.31

0.56

0.80

Cohen’s d

0.06

0.27

0.15

0.07

  1. CG control group, EG experimental group, SD standard deviation, Md median.
  2. Number of students in CG = 30 and in EG = 28.
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