The Benefits Of Gum Chewing

Chewing gum in school is a heated issue because many people think it is rude and messy. Others argue it can help students focus, improve memory when taking tests, and relax while doing schoolwork or a test. But the negative argument is misguided because the mess wouldn’t happen if students were allowed to have gum, and therefore throw it away without feeling guilty. Still, the actual question that should be debated is what the benefits of chewing gum in school are.

Because chewing gum increases concentration and attention, students who chew gum during school exhibit a higher academic performance. Middle school students from Houston, Texas were studied by researchers from Baylor College of Medicine. The students were divided into two groups: one chewed gum while doing homework and taking tests and one did not. The results revealed that the students who did chew gum had a three percent increase on their math tests while children who did not chew gum did not. Craig Johnston, Ph.D. of Baylor College of Medicine stated,

The other four classes were not offered extra credit at all. The six classes that were given the extra credit opportunity were the experimental group, or incentive group. The four classes that were not given the opportunity to receive extra credit were the control group, or no incentive group. The students took the quizzes when they wanted to, in a testing center on campus. Each of the 7 quizzes were available for 10 days except for the third quiz, which was available for 9 days only because of the university’s schedule. Graduate students were present in the testing center at all times to monitor the process and give feedback to students on the quiz they just took. The data in this study was collected through direct, naturalistic observation and the experimental research method. Naturalistic observation occurs when a researcher studies subjects without disturbing them or intervening with the subjects or their environment in any way. The experimental method involves manipulating one variable to see if it has an effect on another variable (Weiten, 2016).

Five hundred sixty five students ranging from grade 7 to grade 11 took part in this study. All students enrolled in an

Analysis As we were conducting our experiment, we collected data so we would be able to determine the differences between males and females. The students then had to take a mini quiz that we had made for the five males and five females, ten students of the age between fifteen through eighteen. We gave the students the quizzes so it would be indiscriminate and not planned. We conducted the quiz three times with each quiz having two questions.

Sometimes students do make stupid mistakes on tests. For example, missing a page, not reading the question properly, etc. Chewing peppermint flavoured gum could stop that and that would improve students grades and that would make the school and the students more successful. In addition, gum should be allowed in school for its ability to improve the memory of students.

Paradoxically, the gum you chew while studying then chew the same gum while a test, it will improve your memory. It will help you focus more by help with reaction timing. It gives you a great mental boost for being focused. It gives help on longer tasks that require continuous monitoring. And gum can improve concentration in visual memory tasks.

Participants will be assigned into four lab rooms with twenty students in each. First they will be primed randomly with either promotion or prevention focus, by writing a short essay describing how their personal standards had changed as they get matured, and they also need to complete the Regulatory Focus Questionnaire (Higgins et al., 2001) to check the success of the manipulation. Second, they will be given a difficult college-level math problem to solve and hand in within 20 minutes. Third, their answer sheets, which all have a failed feedback regardless of their actual performance, will be returned to them. Forth, they will be given a survey on rating of how enjoyable the math problem was, as well as indicate their choice for the next task to perform: a similar math problem or a different word or logic puzzle task which share the same difficulty. Finally, once the surveys are collected, the experiment is done. Participants are free to quit the task at anytime. If so, the quitted students will also be excluded from the analysis.

Chewing gum is school is as helpful as it is harmful, one teacher says. Chewing gum during tests and in the middle of class helps improve focus, and it allows people to achieve preferable grades. A girl of thirteen says that the fixative increases test scores, so it is acceptable, as long as people use it correctly. She also states the if gum was allowed, they wouldn’t be forced to hide it under their desks. The cohesive substance can have positive effects like

According to CNN “Chewing gum is an easy tool students can use for a potential academic edge,’ says Craig Johnston, Ph.D”(Gajilan). Gum has proven to improve student’s grades in class and standardized testing. Helping students since 1928 when the famous pink bubble gum was invented by Walter Diemer, it has become a great American Invention.

After eating the cracker, the participant drank the cup with the odd number first. It was instructed to drink the beverage slowly, so that they can focus on the taste and other characteristics of the drink. After finishing the first drink, questions 7a, 7b, and 7c were answered on the Cola Rating Sheet. Next, the participants ate the second saltine cracker to clean their palate and prevent the carry-over effect. The second beverage was consumed in a slow motion in order to pay attention to the taste and compare it to the first beverage. The remaining questions 8a, 8b, 8c, and 9 were answered on the Cola Rating Sheet. Then, the professor revealed the correct answers on the projector screen and the participants discovered if their predictions on the Cola Rating Sheet were correct. Lastly, the professor collected all of the materials and surveys from the participants in the interest of seeing the gathered data from the

Have you ever taken a bite into a fresh piece of gum and just died?The first chews of gum are the perfect way to start a soon to end experience. The way your tongue dissolve the booming flavor like a baby kicking for the first time ,but it's not the first time...it's maybe the 100th.Or like meeting someone you heard of ,but not met personally .The exciting part is when you're in the middle where the flavor is shy, but acting out at random moments. You chew and chew and chew and chew and chew and chew and with every bite into that clumped of piece of gum filled with saliva and 10 million thriving bacteria. The minty air rushes through your nose relieving your breath of a deadly stench…...and then it ends out of nowhere, but you chew and chew

5.Bolt, D., Elliot, S., Kratochwill, T., Lang, S. The effects of testing accommodations on students’ performances and reactions to testing. School Psychology Quarterly, 23 (1), 107-124.

(Lead-In) To find out, scientists experimented on the test takers to find the results, in the lab. The effect only lasted few minutes, but researchers think that chewing gum can give students in some advantage. (Evidence) In article 3 it states “ The chewing motion gets the blood flowing to the head, teachers suggest, where it improves memory, according to how quickly a test - taker can recall information in the lab. The effect only lasted a few minutes, but researchers think chewing gum before the test could give students an advantage in some ways”. (Analysis) Even Though researchers tell chewing gum can increase heart rate and sending the blood to the brain about 15 to 20 min. Onyer said that chewing gum didn’t show improvements, which indicates that gum can have little effect on memory. Article 2 states that “ Chewing gum is known to increase heart rate and blood pressure, sending more blood to the brain for a total of about 15 to 20 min. Mild exercise probably has the same effect, as it also gets your heart rate up, ‘’ Onyer said, the test takers who chewed gum entire time didn’t show this improvement. (Conclusion) Instead, students can chew on gum only during the test period to regain

In a study done by Dianne M. Tice and Roy F Baumester (1997), procrastination was shown to cause a higher amount of stress for college students late in the semester, an overall increase in illness, and lower grades on assignments. Thus, procrastination on studying, or “cramming,” can be inferred to have a negative effect on both health and exam performance. The purpose of this experiment is to reduce cramming by increasing the time spent studying daily for my Psych 111 class through operational conditioning using M&M’s as a positive reinforcer. Studying is conceptually defined as the act of devoting time and attention to acquiring knowledge on a subject. Before the experiment was performed, the daily time spent studying for Psych 111 averaged 10-20 minutes. The positive reinforcer, M&M’s, are conceptually defined as button-shaped candies produced by Mars, Incorporated that contain a milk chocolate interior. Chocolate serves as an effective positive reinforcer as it stimulates the release of pleasure-causing endorphins (Dyer 2006). Because chocolate stimulates pleasure and arousal, I hypothesized that my study time will increase compared to my study time not using a positive reinforcement as I will be motivated to study more for the chocolate reward. The goal of this experiment is to increase study time to at least 30 minutes of studying per day on average while the subject is being positively reinforced.