Lifelong Learning Attributes. Control and treatment group ELLI scores were compared pre-semester to identify any significant differences between the groups before the semester began. There were no significant differences between control and treatment group scores in the pre-semester data collection (Figure 5) except in one important dimension, resilience, in which the treatment scores were significantly lower than the control group in this area (p = 0.03).
| Pre-Semester | P(T<=t) two-tail | M= Treatment | SD Treatment | M = Control | SD = Control |
| Changing and Learning | 0.73 | ||||
| Learning Relationships | 0.31 | ||||
| Strategic Awareness | 0.98 | ||||
| Resilience | 0.03 | ||||
| Creativity | 0.36 | ||||
| Meaning Making | 0.59 | ||||
| Critical Curiosity | 0.82 |
Figure 5. t-test of Significance Between Treatment and Control ELLI Scores Pre-Semester.
Pre- and post-semester comparisons for the control group relative to ELLI scores revealed no significant difference in the scores across the dimensions of lifelong learning (N=22) (Figure 6). This is not surprising as no direct instruction occurred in this area for the control group.
| Control | Pre | Post | % Change Pre-Post | P(T<=t) two-tail |
| Changing and Learning | 71.67 | 73.68 | 3% | 0.633 |
| Learning Relationships | 64.74 | 62.11 | -4% | 0.679 |
| Strategic Awareness | 59.36 | 64.18 | 8% | 0.334 |
| Resilience | 61.05 | 57.02 | -7% | 0.468 |
| Creativity | 51.66 | 54.58 | 6% | 0.596 |
| Meaning Making | 71.75 | 68.95 | -4% | 0.692 |
| Critical Curiosity | 48.68 | 54.39 | 12% | 0.469 |
Figure 6. t-test of Significance for Control Group ELLI Scores Pre- and Post-Semester
Pre- and post-semester comparisons for the treatment group relative to ELLI scores revealed significant positive differences for this group in all categories but one, Learning Relationships, which was discussed only briefly during the last week of classes which may have contributed to this outcome (Figure 7.)
| Treatment | Pre | Post | % Change Pre-Post | P(T<=t) two-tail |
| Changing and Learning | 70.53 | 81.57 | 14% | 0.05 |
| Learning Relationships | 67.19 | 77.65 | 15% | 0.108 |
| Strategic Awareness | 56.73 | 73.37 | 24% | <.0001 |
| Resilience | 48.77 | 59.61 | 20% | 0.027 |
| Creativity | 53.8 | 75.82 | 40% | <.0001 |
| Meaning Making | 68.07 | 81.57 | 23% | 0.002 |
| Critical Curiosity | 48.47 | 65.2 | 54% | 0.005 |
Figure 7. t-test of Significance for Treatment Group ELLI Scores Pre- and Post-Semester
Therefore, t-tests revealed a distinct difference between students in the control group and those in the treatment group in terms of lifelong learning attributes, with the treatment group exhibiting positive growth in most areas. Clearly, the work that students in the treatment group did during the course of the semester made a difference. We strengthened our conclusions about this outcome through student journal entries and the end-of the semester CR survey.