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Table 5 Students’ perceptions of CWPs across the preferred learning style

From: Crossword puzzle as a learning tool to enhance learning about anticoagulant therapeutics

Perception Survey Items Accommodator (N = 28) Assimilator (N = 66) Converger (N = 93) Diverger (N = 34) Multimodal (N = 41) P-valuea
The CWP provided enhanced my learning 4.00 (0.96) 4.03 (0.94) 4.04 (0.86) 4.18 (0.90) 3.85 (0.99) 0.661
Enjoyed classmate interaction and reviewing material while solving the CWP. 4.19 (0.68) 4.11 (1.05) 4.11 (0.84) 4.15 (0.99) 4.17 (1.00) 0.991
CWP oriented us to the topics that we should focus on. 3.89 (1.05) 4.32 (0.81) 4.05 (0.84) 4.18 (0.94) 4.07 (0.85) 0.192
Length of time provided for solving the CWP was sufficient. 3.74 (0.76) 4.08 (1.04) 3.99 (0.91) 4.12 (0.98) 3.88 (1.19) 0.512
The material on the CWP was pertinent. 3.74 (1.02) 4.15 (0.81) 3.99 (0.83) 4.12 (0.88) 3.73 (0.87) 0.063
Learned more from the class because of the CWP. 3.78 (0.97) 3.92 (0.97) 3.82 (0.88) 3.91 (1.00) 3.66 (0.91) 0.66
Solving CWP is a good review of the material covered in the lecture. 3.96 (0.98) 4.11 (0.96) 4.10 (0.79) 4.32 (0.73) 3.98 (0.88) 0.437
Extra credit should be associated with activities such as a CWP. 4.11 (0.80) 4.05 (1.09) 3.97 (1.03) 4.03 (0.94) 3.90 (0.92) 0.91
  1. aAnalysis of variance (ANOVA)