Concerning computer self-efficacy, female students gained more from the instruction and male students benefited more from behavior modeling approaches.
Specifically, students benefited most academically when their teachers' implicit biases favored the ethnic group to which the student belonged.
These schools found that learning could exist outside the campus and that students benefited from the flexibility.
A revered teacher, generations of students benefited from her vast knowledge of anatomy and her enthusiastic teaching style.
For learning performance, male students benefited more from the instruction-based and female students learned better in the behavior modeling condition.
The students benefited by acquiring a broader perspective on pharmacy practice and improved clinical skills and motivation to be agents of change moving forward.
Highly intelligent students benefited in their preference for self-regulated learning only in the long run; for high achievers, we found immediate and long-term effects.
The high-achieving students benefited from key-combinations, menus with different levels, the Internet, analogies and lower density of terms in the content of the material.
