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. Author manuscript; available in PMC: 2014 Dec 1.
Published in final edited form as: Res Sci Educ. 2013 May 3;43(6):10.1007/s11165-013-9358-x. doi: 10.1007/s11165-013-9358-x

Figure 2.

Figure 2

Proportion of teenagers agreeing or strongly agreeing that they wanted to engage more with science materials by science identity and comic/essay condition.

I* indicates p < 0.05, significant interaction for the difference between comic and essay compared to the reference (R) category, high identity.

Error bars illustrate that the difference between comic and essay within each identity group is statistically significant, p < 0.05.