was slightly larger compared with group Y (with PQs), whereas groups X and Y both had similar positive Hake gain in Sem II. Although the differences were small, it must be noted that as a result of imperfect randomization, students in group Y had higher overall GPA, math skills and IELTS scores (English skills) compared with students in group X. In comparison, group Z, from Sem III (with neither CQGs nor PQs) showed lower Hake gain compared with groups X and Y, while having nearly identical math and IELTS scores and the overall GPA. Next, we discuss the FECAT Hake gain as a function of two independent variables: cumulative IELTS (comprising contributions from reading, writing, listening and speaking) and Final Exam scores. There is increase in the gain as the cumulative IELTS score increases, up to the IELTS value of 6.5. This is understandable in that higher IELTS score is frequently correlated with increased performance and GPA . Also, students with IELTS = 7.0 and higher, often had such high pretest scores that they were unable to have significant Hake gain.