Puzzle-based versus traditional lecture: comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab

Table 1 MANOVA comparing scores on standard assessments between pedagogies

Effect	Wilks’ Lambda	F	Hypothesis df	Error df	p-value
Teaching Style	.95	5.588^a	3.000	298.000	0.001*
Order	.88	13.459^a	3.000	298.000	0.000*
Teaching Style + Order	.83	16.353^a	3.000	298.000	0.000*

ISSN: 1472-6920