<p>The study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of students who for one reason or the other opt not to study in conventional institutional of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus, Specific focus is also placed on the distance education contect of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of student's experiences of learning calculus in the ZOU distance education environment.</p>

<p>The study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of students who for one reason or the other opt not to study in conventional institutional of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus, Specific focus is also placed on the distance education contect of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of student's experiences of learning calculus in the ZOU distance education environment.</p>

Philosophiae Doctor - PhD / The study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of students who for one reason or the other opt not to study in conventional institutional of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus, Specific focus is also placed on the distance education contect of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of student's experiences of learning calculus in the ZOU distance education environment. / South Africa

This study aimed to investigate the differences in mathematics achievement scores of the eighth grade students with respect to their learning styles. Mathematics achievements of the eighth grade students were determined by the number of correct answers given in the mathematics subtest of Level Determination Examination (abbreviated in Turkish as SBS) which was administered in June 2009. Mathematics achievements of the eighth grade students were also determined by teacher-assigned mathematics grades which were given at the end of the school year of 2008-2009. Learning styles of different students were determined by Learning Style Questionnaire developed by Kolb. This study was conducted with 283 eighth grade students who attended schools located in different specified regions (city centre, suburban and villages) of Mustafakemalpasa town of Bursa during spring semester of 2008-2009. The data were analyzed by using Kruskal-Wallis Test and Mann-Whitney U Test. The results indicated that the most common learning style was found to be assimilators. The results of the statistical analyzes showed that there was asignificant difference in mathematics achievement scores of students with respect to learning styles. The mean of the SBS mathematics scores of convergers were found to be higher than that of assimilators, divergers and accommodators. The mean of both SBS mathematics achievement scores and teacher assigned mathematics scores of female students were found to be higher than that of male students. The mean SBS mathematics achievement scores of students who attended different schools located in the city centre were found to be higher than that of students who attended schools located in the suburbia and villages.