而对照组的前、后测分值的差异无统计学显著性。
Results: There were significant differences between the pretest and posttest scales of experimental group.
其间用到的实验工具包括调查问卷，前测和后测。
Instruments used in the research include questionnaires, pre-test and post-test.
试验数据包括三份调查问卷、一次前测和一次后测成绩。
The instrumental tools involved in this study were three questionnaires and two tests.
该实验过程主要包括前测，实验培训过程和后测三个阶段。
The experiment includes three steps:the pre-test, the process of developing CC and the post test.
两班学生分别进行名词可数性多选题的一次前测和两次后测。
The two classes were given a pre-test and two post-tests in the form of multiple-choice questions on count and mass nouns.
每个组进行三项测试——前测、后测以及两项测试后紧接一周的测试。
Each group was given three tests - a pretest, a posttest, and a test a week after the first two tests.
实验后，对两个班分别进行了英语能力的后测及内驱力水平问卷的后测。
The post-test on English proficiency and the post-questionnaire were employed in both classes.
实验过程分为五部分：问卷调查、前测、课堂授课实验、后测和结果分析。
The experiment is divided into five parts: questionnaire, pre-test, class teaching, post-test and results analysis.
后测的结果是：实验组的教学技能有了很大的改进，而控制组则变化不大。
The finding of the post-test was that: the teaching skills of the experimental group got greatly improved while those of the control group changed a little.
从前测、后测的数据统计与分析结果，我们发现前后测存在着极大的显著性差异。
From the data statistics and analytical results of before-test and after-test, we found there were obvious and varied differences between them.
在学期前和学期后学生完成了相同的调查问卷，并进行了英语口语的前测和后测。
The participants in this research project were secondary technical school students in four first-year classes in Beijing Technical School of Economics and Business.
所有参与者在前测之前、后测之前均完成心理技能问卷、自我谈话问卷、疲劳克服问卷。
Prior to the pretest and posttest (after the intervention), all the participants completed the Mental Skill Questionnaire, Self-talk Inventory, Fatigue Overcome Questionnaire.
该领域的大部分研究只设计了立即后测，因而关于长时保持力方面的证据有待更多的研究。
The related studies mostly design an immediate post test, so further evidence about long-term retention is needed. The present study, based on Steinel et al.
在实验前和实验后他们分别参加了一个前测和两个后测，旨在检验两种教学效果是否有差异。
A pretest and two post-tests were given to both groups to see which approach was more effective in vocabulary acquisition.
第四，重铸类型和任务类型对受试的修正以及他们的后测表现有显著影响，可是对于延后测没有影响。
Fourth, task type and recast type significantly affected subjects' repair rate and their performance on the immediate posttest, but not their performance on the delayed posttest.
在实验结束时，为了检验概念隐喻教学方法是否对习语学习有效，两组研究对象分别参加了实验后测。
At the end of the study, a post-test is carried out to check that whether the conceptual metaphoric method for idiom-teaching is effective.
训练后，被试接受5种后测任务：盒子任务、转移任务、外表-事实任务、来源任务和数量守恒任务。
After training, all subjects received five posttest tasks: box task, transfer task, appearance-reality task, sources task and number conservation task.
实验在我学院04级设备专业与03级机电专业同时进行，采用“实验组对照组前测后测”的设计方案。
The experiment is done in Grade 03 of Machinery and Electronics and Grade 04 of Machinery and Equipment apparently.
训练组和对照组的疼痛阈限、疼痛的主观评价和心率指标前、后测差异均无显著性意义（P>0.05）。
There were no significant changes on pain threshold, subjective pain intensity, or heart rate(P > 0.05) in either group.
介入包括连续八周的课程及六大类食物份量 照片的网页。采用前、后测24小时饮食回忆纪录及问卷评量。
With an 8-week period intervention, data were collected and evaluated by pre- and post- 24-hr food recalls and questionnaires.
方法：试验采用单因素随机区组设计，定株定期进行调查测定，收获后测各器官干重、产量和主要有效成分含量。
Method: Single factor randomized block design was applied, plant samples were collected and investigated periodically, and dry weight, production and the main active ingredient content were measured.
在案例分析中，本研究运用前-后测的方法对BY公司某部门员工的行为层进行了评估，得到了一些有意义的结论。
In the case analysis, the study evaluates the staff's behavior in one department of by corporation by before-after test and gets some significant conclusion.
通过自愿报名和量表筛查，对16名某医学院校医学生进行6周的干预，通过用量表进行前测和后测来评定干预效果。
By voluntarily signing up with the meter in a medical school 16 students were given a test in six weeks.
作者采用共同学习的小组模式分别进行了前测，后测，问卷调查和访谈等形式进行了将近四个月的实验来验证问题的提出。
The author used Learning Together (LT)to make an experiment with pre- and post-test, questionnaire and interview for about four months to test and verify this study hypothesis.
在即时后测中，我国大学英语学习者在产出性词汇学习方法下学得的词汇知识显著多于在接受性词汇学习方法下学得的词汇知识；
Chinese college English learners gained significantly more knowledge in all 10 tests from the productive learning task than from the receptive learning task in the immediate testing;
在即时后测中，我国大学英语学习者在产出性词汇学习方法下学得的词汇知识显著多于在接受性词汇学习方法下学得的词汇知识；
Chinese college English learners gained significantly more knowledge in all 10 tests from the productive learning task than from the receptive learning task in the immediate testing;
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