Fig. 4 | Palgrave Communications

Fig. 4

From: Effective participatory science education in a diverse Latin American population

Fig. 4

Effective transmission of key concepts in biology. a Overall student performance before and after courses. Left: Combined student performance. Right: Paired test results for each student. N = 109. bg Student performance for each individual course. b Model organisms and disease modeling. N = 17. c Microscopy. N = 17. d Neuroscience. N = 21. e Genome Engineering. N = 20. f Microbiology. N = 17. g Regenerative Biology. N = 17. Paired t-test; ****p < 0.0001. h Comparison of student performance between the CdeCBo Microbiology course and a semester-long Introduction to Microbiology course taught to first year university students. CdeCBo Microbiology students n = 17, Reference students without CdeCBo experience n = 9, with previous CdeCBo experience in a course not related to Microbiology n = 2. One-way ANOVA p < 0.0001. Tukey's Multiple Comparison Test ***p < 0.001. Bars represent mean ± SD

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