Barely Significant
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Effects of collaborative group composition and inquiry instruction on reasoning gains and achievement in undergraduate biology.

CBE Life Sci Educ · 2011 · PMC3046889 · PMID 21364101

Europe PMCDOI
1
hedged sentence
0.0800
closest p · 1.6× alpha
0.0800
boldest claim

The sentences

almost significantp = 0.08so close (0.05 < p ≤ 0.1)
Within didactic instruction, low reasoners had higher reasoning gains within heterogeneous groups ( n = 5, M homogeneous = 2.20; n = 12, M heterogeneous = 6.00; F = 3.39, p = 0.08; note: differences were almost significant).

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