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. Author manuscript; available in PMC: 2016 Mar 9.
Published in final edited form as: Evolution (N Y). 2008 Nov 19;2(1):75–83. doi: 10.1007/s12052-008-0096-x

Fig. 1.

Fig. 1

a Percentage of biology majors (black bars, n=231) and nonmajors (white bars, n=236) who consider one of the following explanations about the origin and development of life on Earth should be taught in science classes: A = evolution, B = equal time to evolution, creationism, intelligent design, and C = do not know enough to say. Raw data chi-square=16.594, df=2, P value≤0.001; asterisks indicate Sign test two-tail pair-wise comparisons P value≤0.02. b Percentage of freshman (F), sophomore (So), junior (J), and senior (Sr) biology majors who consider that A, B, or C (above) should be taught in science classes. Chi-square of percentage values=22.129, df=6, P value=0.001