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Table 5 Mixed Between-Within Subjects ANOVA of Overall, Higher-order, and Lower-order Performances, Mental Effort and Instructional Efficiency over Repeated Measures

From: Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?

Measures

Groups

SS

df

MS

F

p

η2

Overall Performance

Between-subject effects Groups (G)

5074.633

2

2537.316

17.216

.000

.272

Error

13,559.313

92

147.384

   

Within-subject effects Times (T)

33,861.306

1

33,861.306

6253.491

.000

.986

T × G

498.945

2

249.472

46.072

.000

.500

Error

498.160

92

5.415

   

Higher-order Performance

Between-subject effects Groups (G)

4227.334

2

2113.667

23.838

.000

.341

Error

8157.321

92

88.667

   

Within-subject effects Times (T)

17,197.76

1

17,197.76

3850.91

.000

.977

T × G

278.286

2

139.143

31.157

.000

.404

Error

410.862

92

4.466

   

Lower-order Performance

Between-subject effects Groups (G)

52.316

2

26.158

2.521

.086

.052

Error

954.452

92

10.374

   

Within-subject effects Times (T)

2795.680

1

2795.68

1497.89

.000

.942

T × G

38.259

2

19.129

10.249

.000

.182

Error

171.710

92

1.866

   

Mental Effort

Between-subject effects Groups (G)

75.56

2

37.78

13.08

.000

.22

Error

265.83

92

2.89

   

Within-subject effects Times (T)

12.28

1

12.28

46.53

.000

.34

T × G

.78

2

.39

1.48

.232

.03

Error

24.28

92

.26

   

Instructional Efficiency

Between-subject effects Groups (G)

87.52

2

43.76

15.80

.000

.26

Error

254.83

92

2.77

   

Within-subject effects Times (T)

.007

1

.007

.08

.781

.001

T × G

1.43

2

.71

8.06

.001

.15

Error

8.15

92

.09

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