Sentence examples for difference in the teaching from inspiring English sources

It is worth investigating if there is a difference in the teaching approaches and in the preparation for the TELC between public and private school teachers.

We believe APSE can continue to lead the way in providing a channel for disseminating research that can make a difference in the teaching and learning of science in the region and beyond (for more information, see Martin & Chu, 2015).

It seems probable that the higher degree of motivation and engagement in the Facebook group, as compared to the face to face group, is related to the difference in the teaching environment.

According to the findings, there were significant differences in the "teaching and learning interaction" and "application of technology and theories" (F = 9.728, P < 0.01, and F = 16.88, P < 0.001, respectively)., but there were no significant differences in the other aspects.

To be perfectly frank, there are very few differences in the teaching you'll get from each studio.

Thus, it was concluded that there was no significant difference in the mathematics taught to the civil, the electrical, and the mechanical engineering technical students at the polytechnics.

Findings show that there is no significant difference in the mathematics taught to the civil, the electrical, and the mechanical engineering technical students at the polytechnics.

Thus, the conclusion that there is no statistically significant difference in the mathematics taught to the civil, the electrical, and the mechanical engineering technical students with respect to practicability, applicability, depth, rigor, modernity, and relevance to the industries.

H07: There is no difference in the mathematics taught to the: civil, electrical and mechanical engineering technical students with regards to usefulness to industries in Uganda, of the specific mathematics topics taught to the engineering technical students.

H08: There is no difference in the mathematics taught to the: civil, electrical and mechanical engineering technical students with regards to relevance to the industries in Uganda of specific topics taught.

And also, with respect to practicability, applicability, depth, rigor, modernity, and relevance to the industries in Uganda (Tseng et al. 2013), there was no significant difference in the mathematics taught.