Sentence examples for substantially more students from inspiring English sources

There are substantially more students per every teacher in California than there are in Vermont.

With the seemingly modest extension of the "wait time" after a question to ∼3 5 s, Rowe and colleagues showed dramatic effects: substantially more students willing to volunteer answers, fewer students unwilling to share when called on, and increases in the length and complexity of the responses that students gave in response to the question (Rowe, 1974, 1978; Allen and Tanner, 2002).

Substantially more students from both the 2007 2011 and the 2012 2013 programs reported that extracurricular experiences (60.7 and 68.5%, respectively ) led to their initial interest in STEM compared with classroom experiences (19.6 and 18.0%, respectively; p < 0.0001) and hands-on projects (19.6 and 13.5%, respectively; p < 0.0001).

There have been so many papers documenting this trend that it is now widely accepted that students taught with active learning will learn substantially more than students taught the same material with direct instruction.

A quarter of English universities failed to meet their targets to admit substantially more disadvantaged students last year, a government watchdog has revealed.

The report also notes a growing body of academic research linking increased education spending to better student performance, noting states with high-performing schools tend to spend substantially more per pupil than low-performing states. .

Special education students cost districts substantially more money than general education students, but much of the cost is borne by the state.

Since medical education needs to prepare future physicians for their role as health advocates, one would expect medical students to know substantially more about smoking and cessation than students of nonmedical professions.

But contrary to conservative rhetoric, studies show that going to college does not make students substantially more liberal.

During the first semester in the study, program group students made substantially more progress through developmental education than control group students.

Misconceptions in Associating Genetic Drift with Other Evolutionary Mechanisms were substantially more common among upper-division students than among introductory students, whereas misconceptions in Associating Genetic Drift with Population Boundaries were less common among upper-division students than among introductory students (Table 3).