Figure 3: Learning gain depending on teaching form.
Mean values with 95% confidence intervals and Bonferroni-corrected pairwise comparisons of learning gain, self-assessed by students in the winter semester 2021/22 on a 6-point numerical scale with two anchors (1=“strongly agree” to 6=“strongly disagree”); “at the beginning of the module” (pre-teaching) vs. “currently” (post-teaching), for (A) diagnostic criteria of gender identity disorder, (B) treatment and care of gender identity disorder (see tab. 1 for all item formulations); differentiated by specialist teaching (n=69) and community-supported teaching (n=33 to 34).
*p<.05; **p<.01; ***p<.001, ns=not significant.