A Statistically Significant Determination from Pretest to Posttest in Knowledge of Electrophoresis Concepts

The statistical significance from pretest to posttest of 109 high students constructing an electrophoresis chamber or not was explored. The students tested were from six intact biology classrooms. Three classes were treatment groups and three were control groups. The three biology teachers each taught a control and treatment group classroom. Except for building the electrophoresis chamber, students in both groups received identical instruction and testing. Pre- and posttest data was examined by means of a content valid test constructed by the researcher and biology teachers. In order to examine the statistical significance from pretest to posttest in knowledge of electrophoresis concepts among students who constructed the electrophoresis chamber or not, an analysis of covariance (ANCOVA) was utilized. The final results showed a statistical significance but only just; therefore, the knowledge increase between students constructing the chamber compared to students who did not was marginal