Table 1.
Pre–Post Gains in Conceptual Knowledge Inventory Relevant to Infectious Disease, by School.
| Data | Pretest M (SD) | Posttest M (SD) | Fold change | Cohen’s d |
|---|---|---|---|---|
| Aggregate dataa | 18.3 (51.0) | 51.4*** (19.6) | 2.8 | 1.89 |
| By schoolb | ||||
| Urban exam | 21.9 (14.5) | 56.1*** (15.2) | 2.6 | 2.73 |
| Urban general | 3.7 (10.6) | 25.7*** (18.3) | 6.9 | 1.47 |
| Suburban general | 14.6 (11.8) | 53.9*** (19.2) | 3.7 | 2.46 |
| Regional STEM | 11.5 (13.9) | 46.4*** (24.8) | 4.0 | 7.74 |
| Private | 4.5 (8.0) | 18.8* (14.4) | 4.1 | 1.23 |
a
Aggregate student gains in infectious disease conceptual knowledge inventory: Cronbach’s alpha analysis indicated an extremely high degree of reliability (.86). The effect size was measured via Cohen’s d (1.89). Pre–post differences were measured by paired t test and were statistically significant (***p < .001). N = 273 students from five schools.
b
Student gains in infectious disease conceptual knowledge inventory and problem-solving skills, calculated by school: The effect size was measured via Cohen’s d. Pre–post differences were measured by paired t test and were statistically significant (***p < .001, *p < .05).