...[pic] Ex Fide Ad Veritatem THE EFFECTS OF GUM CHEWING ON THE MATH TEST SCORES OF FIRST YEAR PSYCHOLOGY STUDENTS OF HOLY CROSS OF DAVAO COLLEGE A Research Proposal Presented to the Psychology Program In Partial Fulfillment of the Requirements for the Subject Experimental Psychology by Riomhel C. Digal Aileen M. Mendez Kristine Jean N. Ancheta Jhelyn R. Tapere March, 2011 Ex Fide Ad Veritatem The Effects of Gum Chewing on the Math Test Scores of First Year Psychology Students of Holy Cross of Davao College ___________________ A Research Proposal Presented to the Psychology Program ____________________ In Partial Fulfillment of the Requirements for the Subject Psy 8 Experimental Psychology ____________________ by Riomhel C. Digal Aileen M. Mendez Kristine Jean N. Ancheta Jhelyn R. Tapere March, 2011 APPROVAL SHEET This research paper is entitled, “THE EFFECTS OF GUM CHEWING ON THE MATH TEST SCORES OF FIRST YEAR PSYCHOLOGY STUDENTS OF HOLY CROSS OF DAVAO COLLEGE”, prepared and submitted by Riomhel C. Digal, Aileen M. Mendez, Kristine Jean N. Ancheta and Jhelyn R. Tapere, in partial fulfillment for the subject Psychology 8 (Experimental Psychology), has been examined and recommended for presentation and acceptance. Anne Bella L. Pedrosa, MASCo Instructor PANEL OF EXAMINERS Accepted and approved after the presentation of the study with a grade of ___________. Date: April 2011 Gina R. Lamzon...
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...THE SITUATION Georgia’s hands were sweating. She was fifteen minutes into her math final when she began to panic. This exam was worth most of her grade in the class. She understood math—even liked it—and usually did really well. Her constant problem was that she wasn’t a strong test-taker. Her grades never reflected her understanding of the material she studied. Now, here she was, once again stuck on one problem worth twenty-five points on the test, and she was drawing a blank. She put her head down on the desk and concentrated as hard as she could. She remembered doing a similar problem in class and explaining it to her friend Jessie, but now she was so stressed out by the test, she couldn’t even remember how to begin the problem. She lifted her head and stared at her test. She listened to the clock tick on the wall and imagined her parents’ expression when she receives her report card. Jessie was sitting right in front of her. He is always a good test taker and had already solved the problem. The teacher had his backed turned and was on the other side of the room. Georgia could look over Jessie’s shoulder, get the answer, and no one would know. Georgia needed to think quickly. She thought about how unfair it was that she regularly does badly on tests even though she works so hard in class and understands the material, too. She thought about how often she helped Jessie in class throughout the semester. What should she do? She prided herself...
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...assessments have their advantages and disadvantages. Formal assessments are standardized tests that are designed by test specialists. There are given and scored under a standard condition. Informal assessments are tests designed by teachers for use in their classroom. Standardized tests are a type of formal assessments. Standardized tests are formal assessments because the tests are given in the same manner every time. They are fixed choice tests. It is a published achievement test. These are assessments that have been made to allow students to answer a vast amount of questions in a short time period. Since these tests are standardized they will all be the same unless there are different versions of the same test with the questions in different order. By using the same tests the answers can be machine scored. There will not be any mistakes due to grading error. They are convenient to assess student’s knowledge. These are the advantages of using standardized tests. With any given test there are some disadvantages to them, even those designed to be the best. Since standardized tests are fixed choices tests, they can exaggerate accurate information and minimal level skills at the sacrifice of advanced order problem solving and conceptual skills. They also take away from teaching time. These tests usually last a few hours, and during this time students are not learning. Standardized tests also do not assess the same curriculum. Every state has its own curriculum that it...
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...which this student is registered 2. A transcript of the student's grade record 3. Results of the ACT or SAT (critical reading and math) Schneider Student Last Name Nathan First Name Patrick Middle Name 02-OCT-1996 Birth Date United States Birth Country Mail to: Ofc o Amsin fie f diso Uiest o Dyo nvriy f atn 30CleePr 0 olg ak Dyo,O 44910 atn H 56-30 Indiana Birth State Indianapolis Birth City Counselor/Principal Name Official Title Counselor/Principal Signature Date School Name Address Telephone CEEB code Student's GPA: __________ on a __________ scale Student's exact rank in class at the end of six semesters: Rank __________ in a class of __________ Test SAT SAT ACT* ACT* Date Scores Critical Reading __________ Math __________ Writing __________ Critical Reading __________ Math __________ Writing __________ Composite __________ Composite __________ *The University of Dayton does not require the writing section of the ACT. Would you recommend this student as having the aptitude and academic record appropriate to baccalaureate studies at the University of Dayton in the program desired? ___ Highly recommended ___ Recommended ___ Recommended with reservation ___ Not recommended ___ Unable to judge at this time ___ Prefer not to respond If there are any circumstances which would make the student's class rank and test scores an unrealistic appraisal of his or her potential, please explain. ( Comments: Please feel free to include additional comments...
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... When you chew gum while taking tests and someone is watching you it helps you make you stay focused longer. In previous research chewing gum helps in some areas of cognition. In another study participants who chewed gum had quicker reaction times and also better test results. In the same study participants who didn’t chew gum did better in the beginning but had worse results in the end (2). In another previous study it said students who chewed gum improved math scores and final grade scores (3). Now I’ll be talking about different previous studies. At St. Lawrence University 159 students were given cognitive test like saying random things and numbers backwards,...
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...Sample Test Paper (MBA, MS Management Sciences) | | 1. All answers must be given on the text answer sheet in the manner indicated on the Sample Answer Sheet. 2. There will be no negative marking. 3. Do not write / answer beyond the specified time which will be controlled by the class supervisor. 4. Calculators of any kind are not allowed.There are five sections of Test Paper: - 1. Section 1 -- English 2. Section 2 -- Mathematics 3. Section 3 -- IQ 4. Section 4 -- General Knowledge 5. Section 5 -- EssayNOTE: 1. You will be required to answer all questions on the given answer sheet. Sample of Answer Sheet is given here. 2. You will be provided Aptitude Test Kit to work. You do not need to carry any thing for the test except your Admit Card. Aptitude Test Kit will include: - * Pencil * Pencil Cutter * Eraser * Scale * Question Paper * Answer Sheet | SECTION # 01 -- English | This section includes following areas: - 1. Language (5 Minutes, 15 Questions) 2. Grammar (10 Minutes, 10 Questions) 3. Comprehension (15 Minutes, 10 Questions) | Language | | 1- Synonyms a. Opposite b. Appropriate c. Confuse d. Same in the meaning | 2- Amplitude a. Largeness b. Short Fall c. Deficit d. Ingenuity | | | Grammar | Choose the answer that best expresses the meaning of original sentence: | 1. With the exception of Frank and I, every one in the class finished the assignment before the...
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...Part 2 – Analysis of an Argument [pic] The author criticizes video games being a negative impact on youth in the initial analysis and later he provides an evidence saying over 25 years, actually youth of the nation is doing well in the college aptitude tests and the entry level salaries are increased for college graduates, where the video games were used more. This shows the weaken argument and evidences, as the good maths score and increase in entry level salary could be dependent on many factors like economy doing well in these years and increase in the number of colleges and those aptitude tests. In the author’s first assumption, over these 25 years, the math scores of the students have raised in the commonly used college test, there could be few other factors influencing this like students preparation for test, competition among other students, due to increase in college numbers over that period tests would be relatively similar. There is no evidence from author on the stats of students who play video games and who score well in aptitude. Video games could have been recreation act for the students, but not all the students or youth necessarily would play video games. Also there is no mention of the amount of time they play the games. In the second assumption, author provides another evidence saying entry level salary increase for the college students, there could as well several reason for this like student’s academic performance, economy doing well, job...
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...you feel about tests in general? I don’t like taking test because I always get of feeling of nervousness. My stomach gets all tied up in knots. The problem with taking test is a feeling of not remembering. It gets uncomfortable every time I have to take a test whether I study or not. 2. What are your first memories of being in a testing situation? What were your feeling, and why? My first memory of being in a testing situation is in high school. It was finals and I needed to pass this one course to graduate. It was a course that I detested, and I was horrible at it. This course was Trigonometry. I am not good in math period, but this course was a requirement. I felt that I was going to fail the course, and it was going to be a setback. It was a depressing feeling. 3. What make a test “good” and “bad” from your perspective? What make a test good is knowing what kind of test it, what is covered and how much a percentage is geared toward that test. How do I know that the test is good is when the instructor lets you know what is going to be on the test. A test is good when much preparation and work goes into it. The format or the structure of the test also make it good. When I think of a bad test, it mean no preparation, no work or study when into taking the test. A bad test is a test that is not put together well. The organization is not good and the test is very confusing. It can be a bad test when the person taking the test is ill-prepared...
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...CAMPUS STAY CPI: 8.8 Volunteer in Ritambhara, participated in 2-3 robotics events etc. PRE-PLACEMENT PREPARATION - When it came to resume building, I mentioned my internship (which was in Samsung), projects I did and the co-curricular activities - I was confident about my aptitude and was focussing mainly core and analytics. - I didn’t prepare for GD but finally had to give GD in Coca Cola, ITC and Schlumberger. So you can never be too sure of what comes your way during the placements. PLACEMENT EXPERIENCE - I started my placement journey by getting shortlisted in Capital One on Day 1. They shortlisted 125 candidates on the basis of resume. Then they took a case study interview and reduced the number to 30. Then again took an aptitude test but finally didn’t give offer to anyone. - Then came Coca Cola on Day 2. They organised GD in the groups of ten each and then there was a single interview of about half an hour which mainly consisted of HR based questions. The topic of the GD was “Are Engineering students wasting time in studies ?”. The interview mainly focussed on the commitment to work with them and asked whether I did any activity depicting leadership skills. - Coca Cola shortlisted candidates with medium profile like moderate CPI with few extracurrecs. I had a target of gettng placed in Qualcomm from second year itself. It came on Day 2 and I got a call from Qualcomm in the middle of the interview of Coca Cola so I could not take their call. Immediately after this I went...
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...Running head: Standardized test, assessments, and portfolios for reading Standardized test, assessments, and portfolios for reading Students are constantly being “assessed” by their teachers. We examine their behavior patterns, learning styles, reading abilities, and even their happiness. The purpose of assessments is to educate the teacher on what our students know and how we can better serve them in learning the curriculum and more. State tests are administered yearly for students, and teachers give formative and summative assessments frequently in the classroom. There are benefits and downfalls to each type of assessment. Afflerbach (2005) discusses that the results from standardized reading assessments are “at best an approximation of the students’ actual achievement level” (p.158). Standardized test tell us if our student is above, at, or below proficient. They do not tell us what areas the student does well at or what skills they are lacking in. According to the work of Buly and Valencia (2002), “Students scoring below proficient on state assessments are usually placed in supplemental or remedial reading classes, which often focus on phonemic awareness and decoding skills at any grade level (Buly & Valencia, 2002). After being put in these “special help” reading classes, the student then goes back into content area classes (English, Math, Science) which all have difficult text where the student struggles with comprehension. The problem we are then...
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...Alternative Assessment An assessment in which students create an original response to answer a certain question. Students respond to a question using their own ideas, in their own words. Examples of alternative assessment are short-answer questions, essays, oral presentations, demonstrations, performance assessment, and portfolios. Other activities included in this type are teacher observation and student self-assessment. * Components of Alternative Assessment a) Assessment is based on authentic task that demonstrate students’ ability to accomplish communication goals. b) The teacher and students focus on communication, not on right and wrong answers. c) Students help the teacher to set the criteria for successful completion of communication tasks. d) Students have opportunities to assess themselves and their peers. Performance-based Assessment Performance assessment ( Mueller, 2010) is an assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills. It is a direct measure of student performance because the tasks are designed to incorporate context, problems and solution strategies that students would use in real life. It focus on processes abd rationales. There is no single correct answer; instead students are led to craft polished, thorough and justifiable responses, performances and products. It also involved long-range projects, exhibits, and performances...
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...reflection, I see a narrow face, wide, round eyes, and a long, thin nose—I still look like a little girl, though sometime in the last few months I turned sixteen. The other factions celebrate birthdays, but we don’t. It would be self-indulgent. “There,” she says when she pins the knot in place. Her eyes catch mine in the mirror. It is too late to look away, but instead of scolding me, she smiles at our reflection. I frown a little. Why doesn’t she reprimand me for staring at myself? “So today is the day,” she says. “Yes,” I reply. “Are you nervous?” I stare into my own eyes for a moment. Today is the day of the aptitude test that will show me which of the five factions I belong in. And tomorrow, at the Choosing Ceremony, I will decide on a f action; I will decide the rest of my life; I will decide to stay with my family or abandon them. “No,” I say. “The tests don’t have to change our choices.” “Right.” She smis. “Let’s go eat breakfast.” “Thank you. For cutting my hair.” She kisses my cheek and slides the panel over the mirror. I think my mother could be beautiful, in a different world. Her body is thin beneath the gray robe. She has...
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...that everybody knows all too well because we all have had to experience some form of a standardized test. The two most common and popular of these tests are the ACT and the SAT. Depending in which region you live in, you will take one of those test during your educational career. But, does taking that test really decide how smart you actually are. Eleven years of schooling and one of those tests will decide what college you go to and what you will do for the rest of your life. People have all different types of talents and these test favor the people who are good at school but, what about the kids who are good musicians or good athletes? Why should a test decide how smart they are when the activities that those kids are exceeding in, aren’t on...
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...|7|SURVEY OF MATHEMATICS FALL 2015 | |8| | |8| | |8| | |8| | | | | | |Instructor | | |Gary F. Melendy | | | | | |Title | | |Instructor ...
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...(music and arts) are actually beneficial to children academically and as a person. Many schools are wanting to get rid of electives as a way to meet the increase in passing the tests at the end of the year. They want the students to focus more on the classes and the test preparation courses for those tests. They think that getting rid of the music and arts electives will help this. They are actually wrong with this mindset. Students in the music and art classes actually learn better than those who are not. They also score better scores due to their better ability to learn. Therefore, they are not really helping the children do better on these tests....
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