Influence of student population on learning effectiveness of the LEGO activity.
Unit examination scores and course grades of students in MIC 275 (A and B) and MIC 401 (C and D) who did not (−LEGO) or did (+LEGO) complete the LEGO activity were compared with assessment differences in examination performance. Each data point represents a single student (MIC 275: −LEGO n = 9, +LEGO n = 23; MIC 401: −LEGO n = 13, +LEGO n = 19). Error bars represent SD; *p > 0.05 (Mann–Whitney U test).