Mann–Whitney nonparametric test was used to assess for any significance among the groups. Out of four activity sessions, the interventional group students performed well with p value being significant in three sessions when compared to the control group students who did not participate in the activity (Fig. 5).Fig. 5Graphical representation of the mean scores of Group I and Group II *p < 0.05, Mann–Whitney testThe result was not statistically significant (p value > 0.512) in the fourth session of Module 1 (Table 1).Table 1Evaluation between interventional and control group Session Group I (n) Mean average scores Group II (n) Mean average scores P valueModule I 2 28 4.2 27 2.9 0.000a 4 16 6.1 11 6.6 0.512Module II 2 20 9.3 14 4.6 0.002a 4 27 6.0 22 5.1 0.032aOpen in a separate windowap < 0.05, Mann–Whitney test
Question
Mann–Whitney nonparametric test was used to assess for any significance among the groups. Out of four activity sessions, the interventional group students performed well with p value being significant in three sessions when compared to the control group students who did not participate in the activity (Fig. 5).Fig. 5Graphical representation of the mean scores of Group I and Group II *p < 0.05, Mann–Whitney testThe result was not statistically significant (p value > 0.512) in the fourth session of Module 1 (Table 1).Table 1Evaluation between interventional and control group Session Group I (n) Mean average scores Group II (n) Mean average scores P valueModule I 2 28 4.2 27 2.9 0.000a 4 16 6.1 11 6.6 0.512Module II 2 20 9.3 14 4.6 0.002a 4 27 6.0 22 5.1 0.032aOpen in a separate windowap < 0.05, Mann–Whitney test
Solution
The Mann-Whitney nonparametric test was used to determine if there were any significant differences between the groups. The students in the intervention group performed better in three out of four activity sessions, with a significant p-value, compared to the control group students who did not participate in the activity (Fig. 5).
However, the result was not statistically significant (p-value > 0.512) in the fourth session of Module 1 (Table 1). This suggests that the intervention may not have had a significant effect on the students' performance in this particular session.
In Module II, the intervention group also performed better in both sessions, with significant p-values. This further supports the effectiveness of the intervention in improving student performance.
Overall, the results suggest that the intervention had a positive effect on student performance in most sessions, but further research is needed to confirm these findings and explore the reasons for the lack of significant effect in the fourth session of Module 1.
Similar Questions
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