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International Journal of Educational Technology in Higher Education
Fig. 5 | International Journal of Educational Technology in Higher Education

Fig. 5

From: Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes

Fig. 5

Effect of assessment type on mark outcomes. Analysis of final module marks in F2F compared to BL years in modules with a summative written exam (A), summative MCQ (B), including a practical assessment (C), without a practical assessment (D), including a presentation assessment (E), or without a presentation assessment (F). Data represents average module marks. Bars represent mean ± SD. Significance is determined by T-test (where ns denotes not significant, *p < 0.05, ***p < 0.01). Modules are represented by different symbols as shown in the legend

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