Demographic details, including number of students per semester and per group, gender and nationality, are shown in Table . Note that groups X and Y were initially equal in size, but incomplete datasets for some students were removed from analysis (e.g. if a student completed less than 7 of the 10 CQGs or PQs, or was absent for the post-test and/or attitude survey). Due to a lack of available information before the study began regarding English literacy and math skills, students were simply randomized to groups X and Y, resulting in an uneven distribution of student abilities across these three categories. In addition, there were noticeable changes in the male-female ratio between the three semesters, that were beyond experimenters' control. All three groups (X, Y and Z) showed learning gains in the FECAT post-test vs pretest methodology, as shown in Fig. . In Sem I, the Hake gain for group X (with CQGs)