The main objective of this study was to investigate the effect of using a suggested mathematical word-problem training programme on Primary 4 pupils' performance in mathematical word-problems. The study had a pre-post control group design. A treatment and a no-treatment group were exposed to pre-post methods of gathering data (a mathematical word-problem achievement test and a mathematical word-problem attitude scale). The treatment group was given direct and explicit training on how to solve mathematical word-problems, while the pupils of the no-treatment group received no such training; they were taught the same material they study at school. A "t" test was used to compare the means of scores of the control group pupils and those of the experimental group in the pre-post measurements. Results of the study revealed a significant improvement in the experimental group pupils' performance in mathematical word-problems because they had attended the suggested programme. Results also revealed that experimental group subjects' attitudes towards mathematical word-problems underwent an exceptional change because they had attended the suggested programme. Their attitudes towards mathematical word-problems became more positive than before. In the light of the results of the study, some recommendations were made for improving mathematics teacher training programmes, for mathematics teaching, and for further research.

The purpose of this study is to describe and evaluate selected characteristics of the National Science Foundation-sponsored science curricular programs developed in the United States for use at the secondary school level, and to determine some curricular and instructional implications for Kuwaiti secondary school science programs. The study is designed to include a description and an evaluation of selected characteristics of four NSF-sponsored science curricular programs, namely Biological Sciences Curriculum Study (BSCS), Chemical Education Materials Study (CHEM Study), Earth Science Curriculum Project (ESCP), and Harvard Project Physics (HPP) programs. The study also includes a description and evaluation of selected characteristics of all Kuwaiti secondary school science programs in biology, chemistry, geology (earth science), and physics. The characteristics of science programs of both countries are described and evaluated, individually and collectively, by using Zorn's Criteria. Based on the results obtained, certain implications for Kuwaiti secondary school science programs are drawn, both individually and collectively. Recommendations to be considered in future revision and improvement of Kuwaiti science programs are presented. The results of the study reveal that the NSF-sponsored science programs are superior to Kuwaiti science programs in a variety of characteristics, such as the emphasis on active student involvement in inquiry-oriented activities, the inclusion of related information sources (bibliographies) in student textbooks, and the provision of extensive supplementary reading materials.