We then took the score 1 year later (
posttest) to determine whether or not the gains in teacher performances were significant or not using a simple (t) test of significance.
Posttest HR, BP, RPE, and caloric expenditure measurements were obtained and participants completed a
posttest survey.
Completion of the questionnaire was anonymous, although each questionnaire was labelled with a unique identifier to permit comparison of individual pre- and
posttest scores.
Students completed a
posttest that assessed their attitudes and knowledge, and completed a follow-up conducted nine months later.
Knowledge was assessed as the difference in pretest and
posttest scores on the Diabetic Prevention Knowledge Test (DPKT) and the Colorectal Cancer Knowledge Questionnaire (CCKQ).
Data collection was anonymous, with a request for students to list the last four digits of their social security number so we could match pretests and
posttests. The same procedure was followed for the
posttest, which occurred during the last or next to last class of the academic year.
Children's progress in acquiring rhyme and letter knowledge was determined by comparing performance on pre- and
posttest tasks.
Students took a pretest addressing content knowledge of bird adaptations for habitat and descriptive vocabulary one week before instruction began, and the
posttest a week after the five-weeklong unit of study concluded.
Students then defined plagiarism again in a
posttest. Another group of students received no paraphrasing practice but also defined plagiarism.
Posttest results indicated that students had correctly answered 84% (Class 1) and 81.4% (Class 2) of the questions.