Abstract
HE EFFECTIVENESS of the slow learner T in academic classes has been a conversational as well as controversial topic for some time. Specifically, there has been some serious doubt raised by a number of teachers as to whether a secondary level course in World Geography could be effectively taught to students who are categorized as slow learners or students of marginal interest. The following observations in dealing with slow-learning and marginal-interest students are offered in the spirit of educational progress. None of the data collected could be considered sufficient for definite conclusions. A 1 of the data included herein was compiled from observation during the regular school term in classes designated as “slow learning” World Geography classes. I n addition, observation was conducted during three separate summer sessions in which over 75 per cent of the class composition consisted of “slow learners,” students of marginal interest and students who had previously failed.
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