Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 98-101) and index.

Thesis (Ed. D.)--Illinois State University, 1972. / Title from title page screen, viewed Sept. 23, 2004. Dissertation Committee: Clayton Thomas (chair), J.H. McGrath, Ronald S. Halinski, Ronald L. Laymon, Samuel Woodard. Includes bibliographical references (leaves 129-133) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 208-223). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.) -- Central Connecticut State University, 2009. / Thesis advisor: H. Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 51-53). Abstract available via the World Wide Web.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph. D.)--Michigan State University. Curriculum, Teaching, and Educational Policy. Dept. of Teacher Education, 2008. / Title from PDF t.p. (viewed on July 23, 2009) Includes bibliographical references (p. 196-202). Also issued in print.

Thesis (M.S.)--The University of North Carolina at Greensboro, 2008. / Directed by Deborah Cassidy; submitted to the Dept. of Human Development and Family Studies. Title from PDF t.p. (viewed Aug. 10, 2009). Includes bibliographical references (p. 108-113).

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 85-89).

Thesis (M.A.)--University of Canterbury, 2005. / Typescript (photocopy). Includes bibliographical references (leaves 94-106).

The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was to explore non-cognitive and cognitive factors that may be related to the academic success of those students enrolled in the course. To this end, a survey was conducted, collecting the perceptions and opinions of 301 undergraduate college of business students with regard to relevant constructs such as cognitive load, mathematics and general self-efficacy, math anxiety, and motivation. Additional data were collected from the students' transcripts. Findings revealed that the significant cognitive factors contributing to the academic success were the overall GPA of the students as well as the average of their grades in the two prerequisite courses. The statistically significant non-cognitive factors related to the final exam score were the students' perceived levels of cognitive load and mathematics self-efficacy. A moderating effect of mathematics self-efficacy was revealed between the final exam score and overall GPA; however, other selected potential moderators of the final exam score and cognitive load were not significant. Post-hoc analyses verified no significant difference in the final exam score for gender or race; however, a statistically significant difference was found on cognitive load for different instructors. The findings emphasized the importance of prior knowledge and instructional design as both are sensitive to cognitive load (Mayer & Moreno, 2003; Sweller, 1999). / The implications of the findings resulted in the recommendation that knowledge should be addressed through appropriate advising as well as pretests at the onset of the course. Finally, the course instructors should take into consideration various instructional design techniques to reduce cognitive load. Recommendations are made for future practice with a focus on inclusive pedagogical methodologies and further research directions with promising potential predictors. / by Mary M. Davis. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.