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by
Daniels, Amy L., author.
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Methods: Using a quasi-experimental, cross-sectional, nonequivalent, two-group design, pre
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Cariaga, Stephanie Michele, author.
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describes (a) how I come to understand students' complex needs and design units of intimate inquiry, (b) how
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Butler, Steven D., author.
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behavior and learner cognitive load. This study employed a convergent-parallel mixed-methods design using
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Hostetter, Mayme Kendrick, author.
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-control, were the outcomes of interest. The study employed a mixed-methods design, combining quantitative
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Alamri, Manal, author. (orcid)0000-0002-2077-8894
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design for Anderson and Dill Study 1 (2000). Adapted questionnaire in their study and two items from
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Dunagan, Mindy L., author.
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scores of female collegiate athletes. Using a quasi-experimental, posttest-only control group design, a
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Koehler, Jessica, author.
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individually to design projects that they are passionate about and that have an impact on the world in some way
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Prasad, Veena, author.
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numbers indicating that this experimental design used similar cross-sections of the population. Although
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Fornaris, Erica, author.
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control group peers. Intervention research protocol and a mixed methods design guided the study.
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King, Kelly M., author.
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I made use of an experimental analogue design consisting of four videos of an interaction between a
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Speerschneider, Kimberly K., author.
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ethical, a quasi- experimental design like propensity score analysis can help mitigate the effects of

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