A program providing highly individualized instruction for slow learning math and science students

1969 ◽  
Vol 53 (3) ◽  
pp. 217-219
Author(s):  
John Marusek
Keyword(s):  
Individualized Instruction ◽  
Science Students ◽  
Math And Science ◽  
Slow Learning

scholarly journals The Rose-Hulman Institute of Technology Leadership Advancement Program: Preparing Engineering, Math, and Science Students for Leadership Success

2020 ◽  
Author(s):  
Julia Williams ◽  
Jameel Ahmed ◽  
James Hanson ◽  
Samuel Peffers ◽  
Shannon Sexton
Keyword(s):  
Technology Leadership ◽  
Science Students ◽  
Math And Science ◽  
Leadership Success ◽  
Institute Of Technology ◽  
The Rose

Work in Progress: Introducing Electrical and Computer Engineering to High School Math and Science Students

2006 ◽  
Author(s):  
Michael Rust ◽  
Bartley Richardson ◽  
Karen Davis ◽  
Suzanne Soled ◽  
Pamela Heckel
Keyword(s):  
High School ◽  
Computer Engineering ◽  
Science Students ◽  
Work In Progress ◽  
High School Math ◽  
Math And Science

ENADE: Math and Science Students' Performance Analysis

2017 ◽  
Vol 15 (9) ◽  
pp. 1742-1746 ◽  
Author(s):  
L.G.F. Silva ◽  
M.E.P.S. Rocha ◽  
R.A.A. Fagundes
Keyword(s):  
Performance Analysis ◽  
Science Students ◽  
Math And Science

scholarly journals Effects of a Gardening Program on the Academic Progress of Third, Fourth, and Fifth Grade Math and Science Students

2006 ◽  
Vol 16 (2) ◽  
pp. 262-264 ◽  
Author(s):  
A.E. Pigg ◽  
T.M. Waliczek ◽  
J.M. Zajicek
Keyword(s):  
Math Achievement ◽  
Science Classroom ◽  
Traditional Classroom ◽  
Fifth Grade ◽  
Control Group ◽  
Achievement Scores ◽  
Science Students ◽  
School Garden ◽  
Grade Levels ◽  
Math And Science

Science and math achievement scores of third, fourth, and fifth grade elementary students were studied using a sample of 196 students from McAuliffe Elementary School, located in McAllen, Texas. The experimental group of students participated in a school garden program in addition to traditional classroom-based math and science methods, while students within the control group were taught math and science using only traditional classroom-based methods. No statistically significant differences were found in comparisons of science students' achievement scores, indicating that those students using the school garden program as an additional method to learn science benefited similarly to those who learned using only traditional science classroom-based instruction. However, results indicated statistically significant differences in comparisons of students' math achievement scores, showing that those students who received traditional math instruction had more improved math achievement scores compared to those taught using the school garden program. Results also found no statistically significant differences between gender and ethnic background comparisons. However, statistically significant differences in comparisons of grade levels showed that fourth graders benefited more, academically, from participation in the school garden program in comparison to other grade levels.

Tools for Teaching Math and Science Students in the Inner City*

1980 ◽  
Vol 80 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Eugene A. Lincoln
Keyword(s):  
Inner City ◽  
Science Students ◽  
Teaching Math ◽  
Math And Science

A meta-analysis of individualized instruction in dental education

1992 ◽  
Vol 56 (3) ◽  
pp. 183-189 ◽  
Author(s):  
LS Dacanay ◽  
PA Cohen
Keyword(s):  
Dental Education ◽  
Meta Analysis ◽  
Individualized Instruction

Pleasure as a Sign of Efficacy of Mental Activity

1997 ◽  
Vol 2 (3) ◽  
pp. 226-234 ◽  
Author(s):  
Michel Cabanac ◽  
Chantal Pouliot ◽  
James Everett
Keyword(s):  
Evolutionary Psychology ◽  
Magnitude Estimation ◽  
Mental Activity ◽  
Point Of View ◽  
Macintosh Computer ◽  
Science Students ◽  
Cognitive Efficiency ◽  
Sensory Pleasure ◽  
The Difference ◽  
Mental Tasks

Previous work has shown that sensory pleasure is both the motor and the sign of optimal behaviors aimed at physiological ends. From an evolutionary psychology point of view it may be postulated that mental pleasure evolved from sensory pleasure. Accordingly, the present work tested empirically the hypothesis that pleasure signals efficacious mental activity. In Experiment 1, ten subjects played video-golf on a Macintosh computer. After each hole they were invited to rate their pleasure or displeasure on a magnitude estimation scale. Their ratings of pleasure correlated negatively with the difference par minus performance, i.e., the better the performance the greater the pleasure reported. In Experiments 2 and 3, the pleasure of reading poems was correlated with comprehension, both rated by two groups of subjects, science students and arts students. In the majority of science students pleasure was significantly correlated with comprehension. Only one arts student showed this relationship; this result suggests that the proposed relationship between pleasure and cognitive efficiency is not tautological. Globally, the results support the hypothesis that pleasure is aroused by the same mechanisms, and follows the same laws, in physiological and cognitive mental tasks and also leads to the optimization of performance.

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