The problem of the study was to examine the effectiveness of using supplementary materials in the teaching of eighth grade mathematics. The study considered the effect that supplementary materials had on students in terms of the following variables--attitude toward mathematics, mathematical concepts, problem solving ability, understanding common fractions, computation of common fractions, decimal fractions and per cent, concepts of numbers and numerals (number system and operations), and concepts of numbers and numerals (decimal place value).

The purpose of this study was to determine, whether there was a significant difference in the leisure reading habits of two groups of women who were college graduates; one group of elementary classroom teachers, grades one through six, and another group of women who were not teachers.

It was the purpose of this study to determine whether one or a combination of adult readability formulas, when applied to shorthand dictation material, could predict difficulty, as well as to develop a shorthand formula for this specific purpose. In addition, the questions of comparative reliability and practicability were tested with respect to the two kinds of formulas as applied to the shorthand material.

The problem with which this investigation was concerned was that of determining the effect of teaching freshman mathematics with the Spitz Student Response System upon a student's anxiety level, attitude and achievement.

The purpose of this study was to determine attitude and attitude change toward,student teaching as expressed by students who were pursuing certification to teach speech and/or drama courses in the public school at the secondary level.

The purposes of this study were to determine the current practices, as reported by the sponsors, of the senior high school student councils in the state of Texas and to compare these practices with those recommended by national student council specialists. A subsidiary purpose was to give direction for future district and state workshops.

The problem of this study was to determine if involvement in lecture-discussion classes of group centered counseling would significantly alter anxiety level, aspects of self-concept, or knowledge of mental retardation in parents of moderately mentally retarded children.