Table 2

Questions	Difference in Means (post-pre)	Std. dev.	t-test-P value	% changein “Aware”	% change “skilled”	% change “Proficient”
1. Format of Liberating Structures	1.714	0.667	<0.0001	17.14	60.00	11.43
2. Application of Liberating Structures	1.618	0.697	<0.0001	17.14	57.14	8.57
3. Types of pesticides used around the home	0.657	0.684	<0.0001	-54.29	42.86	11.43
4. Safety regulations for pesticides	0.600	0.695	<0.0001	-40.00	45.71	2.86
5. Classes/types of chemicals used around the home	0.857	0.601	<0.0001	-31.43	45.71	8.57
6. Health effects of chemicals	0.743	0.657	<0.0001	-45.71	51.53	5.71
7. Health effects of pesticides	0.771	0.647	<0.0001	-48.57	54.29	5.71
8. Format of student science projects	0.441	0.786	<0.0025	0.00	5.71	8.57
9. Use of clickers in the classroom	0.412	0.892	<0.0001	-31.43	8.57	17.14
10. Use of Phone polls in the classroom	0.758	0.867	<0.0110	-14.29	28.57	8,57
11. Biological strategies for pest control	1.000	0.804	<0.0001	-8.57	45.71	5.71
12. Physical strategies for pest control	1.177	0.904	<0.0001	-11.43	42.86	14.29
13. Safer or milder chemical choices for cleaning	0.829	0.923	<0.0001	-37.14	42.86	11.43
14. Concepts behind the precautionary principle	1.343	0.725	<0.0001	-2.86	51.53	11.43
15. PMCR topics that could be used for science projects	1.471	0.615	<0.0001	-5.71	60.00	1.43

Table 2: Proficiency questions results (i.e, Self-Rated Skills). Note: Self-rated proficiency questions showed great improvement following the day’s training, with the largest positive percent change occurring in the “skilled category” for most questions. The two questions having the largest shift in response from “Not Aware” to other increased knowledge categories were “Format of Liberating Structures” (Question 1), total of 88.57%, and “Application of Liberating Structures” (Question 2), total of 85.71%.