Skip to main content
Fig. 4 | BMC Medical Education

Fig. 4

From: Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

Fig. 4

Questionnaires about the preparatory material and interest in the self-study phases. The items were rated by the students on the basis of a Likert-scale from 1 (strongly disagree) to 6 (strongly agree). a. Results of self-study phase 1. b. Results of self-study phase 2. n, number of individual students. Standard deviations are given. Analyses were carried out with ANOVAs between groups, Tukey-HSD was used for post hoc comparisons

Back to article page

BMC Medical Education

ISSN: 1472-6920

Contact us