Table 5.

Descriptive statistics of academic performance, degree of difficulty and students’ perception of helpfulness, classified by different teaching strategies comments

					95% Confidence Interval
Dependent Variables	Comments (I)	Comments (J)	Means (SD)	P	Lower Bound	Upper Bound
Academic performance	1	23	0.000 (0.326) −0.365 (0.251)	1.000 0.146	−0.642 −0.859	0.642 0.128
	2	13	0.000 (0.326) −0.365 (0.313)	1.000 0.245	−0.642 −0.982	0.642 0.252
	3	12	0.365 (0.251) 0.365 (0.313)	1.000 0.245	−0.642 −0.252	0.642 0.982
Degree of difficulty	1	23	0.786 (0.263)* 0.254 (0.202)	0.003 0.210	0.268 −0.144	1.303 0.651
	2	13	−0.786 (0.263)* −0.532 (0.253)*	0.003 0.036	−1.303 −1.029	−0.268 −0.035
	3	12	−0.254 (0.202) 0.532 (0.253)*	0.210 0.036	−0.651 0.035	0.144 1.029
Perception of helpfulness	1	23	−0.551 (0.303) −0.666 (0.233)*	0.070 0.005	−1.148 −1.125	0.046 −0.207
	2	13	0.551 (0.303) −0.115 (0.291)	0.070 0.693	−0.046 −0.689	1.148 0.459
	3	12	0.666 (0.233)* 0.115 (0.291)	0.005 0.693	0.207 −0.459	1.125 0.689

I and J: different groups of the comments related to each of the 3 identified factors (post hoc multiple comparisons, Bonferroni). 1, Teacher’s instructional strategies; 2, learning under teacher’s supervision and monitor; 3, self-directed learning and goal-setting. *P < 0.05 by ANOVA.