Fig. 3From: Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the differenceHistograms of the simulated dyads. The distributions of the mean performance values from the bootstrap resampling (n = 106) procedure (columns) are shown together with the mean performance of the individual (blue lines) and collaborative groups (red lines). P values show the probability of exceeding the mean value of the collaborative dyadic group (one-sided test). a Results of both self-study phases. b Results of self-study phase 1. c Results of self-study phase 2Back to article page