Table 4.
Effect size of activity on diverse student populations.
| Population | Comparison | Hedges’ g | p-Value |
|---|---|---|---|
| Transfer status | |||
| Transfer (2−/4-year) vs. direct entry | −0.337 | 0.126 | |
| Educational level | |||
| First year vs. second year students | −0.659 | *0.020 | |
| First year vs. third year students | −0.702 | *0.019 | |
| First year vs. fourth year students | −1.023 | *0.009 | |
| Racial/ethnic identity | |||
| PEER vs. Non-PEER | −0.260 | 0.142 | |
| Gender identity | |||
| Women vs. Men | −0.173 | 0.2779 | |
| First generation status | |||
| First generation vs. non-first-generation students | 0.133 | 0.474 | |
| Disability status | |||
| One or more disability vs. no disability | 0.273 | 0.382 | |
| Pre-requisite coursework | |||
| Upper-level Biology vs. Intro Biology coursework completed | 0.448 | *0.006 | |
| Degree plans | |||
| Life science vs. pre-health majors | 0.055 | 0.700 | |
Student learning gains for different student populations were analyzed using Hedges’ g and Student’s t-test (p < 0.05), with * denoting statistical significance. The second demographic group in each comparison serves as the control.