Dealing with the college laboratory program in general chemistry, this study compares the effects of exercises based on current national problems with the effects of traditional laboratory exercises. The study has been prompted by the recent emphasis on topics of national interest in the undergraduate chemistry curriculum. These topics include air and water pollution, drug addiction and analysis, tetraethyl-lead additives, insecticides in the environment, and recycling of wastes. The relevant experiments are taken from recent issues of the Journal of Chemical Education. The traditional exercises, from the laboratory manual Chemistry in the Laboratory, by Watt, Hatch, and Lagowski (New York, Norton, 1964), deal with such topics as chemical composition, gas laws, solutions, and acids and bases.

The problem of this study was to determine the emphasis placed on various science teaching practices by a random sample of high school biology, chemistry, and physics teachers in selected Texas high schools. The subproblem was to compare the emphasis placed on the practices as reported by the high school teachers with the emphasis as recommended by national science education specialists, teachers of biology, chemistry, and physics in selected Texas colleges and universities, and teachers of professional education courses in selected Texas colleges and universities.

The purpose of this study was to ascertain the value, as determined by student achievement, of using a discovery method of teaching mathematics in a college freshman mathematics course for non-mathematics and non-science majors.

Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.

One hundred forty-nine hospitality and culinary programs located in the U.S. and 49 hospitality and culinary programs located in other countries were examined to identify the differences of nutrition topics taught and teaching methods/resources used in undergraduate hospitality management and culinary programs.

M.Ed. / In the light of the increasing need for tertiary education, recent technological developments, and the vast and logarithmic developments in the natural sciences, this investigation endeavors to provide guidelines for the development, implementation, and evaluation of a multimedia learning package for use in the natural sciences ...

A research report submitted to the Faculty of Science, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Science. Johannesburg, June 2017 / The language issues in South Africa recently made headlines where inclusive education in respective mother tongues has been the outcry. South Africa has been a democratic state for more than 20 years and still such language inequalities are most prevalent. The issue of language redress to accommodate the country’s educational needs and demographics remains a big concern even at University levels. The focus of this study was to investigate the challenges, concerns, familiarity and understandings of the difficulties that non-technical terms presented to B.Ed. second year University students. This case study explored whether issues with non-technical terms’ science contextual meanings and familiarity in science related fields of study were still persistent at University level. The study was conducted at an English medium South African University, with student demographics coming from mostly urban settings with mixed home language backgrounds where English was highly spoken in school. The data collected in this case study was derived from University students’ responses on a questionnaire to predetermined questions that focused on non-technical terms’ meanings followed by a semi-structured group interview. The findings in the interview with participants gave an indication to their contextual familiarity and understanding of non-technical terms’ science context meanings, with the aim to improving teaching and learning of physical sciences in schools as a preparatory measure for further University studying. Similar to the findings from studies with South African teachers and Grade 12 learners’ (see Oyoo, 2016, in press; Oyoo & Semeon, 2015) which revealed that South African school learners encountered difficulties with non-technical terms presented in the science context, this study revealed that South African University students’ also experience difficulty with non-technical terms’ science context meanings. The main sources of difficulty identified in the study were attributed to the South African language and historical background which contributes to poor vocabulary. Students’ lacked the exposure, and contextual familiarity to the language that these meanings are embedded in. This led to students’ inability to differentiate between non-technical terms’ specific scientific context meaning from terms’ everyday meaning. The lowered exposure to these terms’ actual contextual use inside and outside classroom conversations is a factor that needs to be countered. Students’ acknowledged that explicit meaning of non-technical terms’ science context meanings should have been made when learning science at school. School science instruction needs to pay special attention to details on the context of the word in use as a preparatory measure for University. This claim is more on the fact that, participants acknowledged that familiarity is the major factor to their difficulty based on their different lived experiences. / LG2017

The purpose of this study was to develop and evaluate two instructional presentations of flowcharting and computer programming to prospective elementary school teachers. In general, the two instructional approaches differed in the amount of pedagogical subject matter which was integrated into the computer programming content. The control treatment contained no pedagogical content. The subjects (n-38) of the study were students enrolled in a regular CUPM-type course for prospective elementary school teachers. The study was designed to test six hypotheses stated in the null form. In addition, an analysis of the subjects' critiques of a videotaped sixth grade lesson was made. The results of the study suggest that pedagogical subject matter and BASIC computer programming, integrated in a course for prospective elementary school teachers, can cause significant improvements in retention of, and attitudes toward, computer programming. Furthermore, the quality of lesson plans can be enhanced by this integration--Abstract. / Typescript. / "June, 1975." / "Submitted to the Area of Instructional Design and Personnel Development, Program of Mathematics Education, in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Eugene D. Nichols, Professor Directing Dissertation. / Vita. / Includes bibliographical references (leaves 237-240).

Communication scholars are in disagreement over the presence of online public speaking courses in higher education. Despite limited research on the Online Public Speaking model, it is quickly replacing the traditional public speaking model in American colleges and universities. This study used Burkean Cluster-Agon Analysis to uncover core concepts from four contemporary public speaking textbooks used in various classroom models (traditional, online and hybrid). Concepts were then compared with traditional core concepts of early speech communication to determine if technology has influenced contemporary core concepts. Results determined that contemporary core concepts from three of the four public speaking textbooks reflected traditional core concepts of early speech communication. The fourth textbook revealed similar contemporary core concepts with expanded definitions to technologically mediated speech situations. / by Shaundi C. Newbolt. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Hundreds of universities, colleges and institutions graduate students yearly with some form of culinary education. To date, limited research has been conducted to examine the perceived value of formal culinary education on industry career success from the perspective of those who conduct the majority of the hiring of culinary positions. This dissertation examined the perceived value of formal education in culinary arts and its relationship with industry success from the perspective of Canadian professional chefs.... Though the population for this study was Canadian professional chefs who were members of the Canadian Culinary Federation, the results of this study may be useful to both current and future culinarians who are pursuing or contemplating pursuing formal culinary education in other countries, especially the United States....Institutions that provide formal culinary education will find this important as they come under increased scrutiny from stakeholders to demonstrate the value of the investment students make in terms of tuition and associated costs. / by Colin Philip Roche / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web. / System requirements: Adobe Reader. / Mode of access: World Wide Web.