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Table 1 Scenario 1 (M): p-Tests and v-Tests (Fig.Ā 5a in Appendix)

From: Impact of evaluation method shifts on student performance: an analysis of irregular improvement in passing percentages during COVID-19 at an Ecuadorian institution

Ā 

Zone 1

Zone 2

Zone 3

Ā 

\(\varvec{G}_{\varvec{1}}\)

\(\varvec{G}_{\varvec{2}}\)

\(\varvec{G}_{\varvec{3}}\)

\(\varvec{G}_{\varvec{1}}\)

\(\varvec{G}_{\varvec{2}}\)

\(\varvec{G}_{\varvec{3}}\)

\(\varvec{G}_{\varvec{1}}\)

\(\varvec{G}_{\varvec{2}}\)

\(\varvec{G}_{\varvec{3}}\)

Zone Compositiona

15

5

0

21

29

10

0

3

26

75%

25%

0%

35%

48.33%

16.67%

0%

10.34%

89.66%

Ā 

Fail

Exam

Pass

Totala

20

60

29

18.35%

55.05%

26.6%

Group Contribution

13.76%

4.59%

0%

19.27%

26.61%

9.17%

0%

2.75%

23.85%

  1. aShort division