Success in mathematics has been identified as a predictor of baccalaureate degree completion. Within the coursework of college mathematics, College Algebra has been identified as a high-risk course due to its low success rates. Research in the field of attribution theory and academic achievement suggests a relationship between a student’s attributional style and achievement. Theorists and researchers contend that attributions influence individual reactions to success and failure. They also report that individuals use attributions to explain and justify their performance. Studies in mathematics education identify attribution theory as the theoretical orientation most suited to explain academic performance in mathematics. This study focused on the relationship among a high risk course, low success rates, and attribution by examining the difference in the attributions passing and failing students gave for their performance in College Algebra. The methods for the study included a pilot administration of the Causal Dimension Scale (CDSII) which was used to conduct reliability and principal component analyses. Then, students (n = 410) self-reported their performance on an in-class test and attributed their performance along the dimensions of locus of causality, stability, personal controllability, and external controllability. They also provided open-ended attribution statements to explain the cause of their performance. The quantitative data compared the passing and failing groups and their attributions for performance on a test using One-Way ANOVA and Pearson chi square procedures. The open-ended attribution statements were coded in relation to ability, effort, task difficulty, and luck and compared using a Pearson chi square procedure. The results of the quantitative data comparing passing and failing groups and their attributions along the dimensions measured by the CDSII indicated statistical significance in locus of causality, stability, and personal controllability. The results comparing the open-ended attribution statements indicated statistical significance in the categories of effort and task difficulty.

The purpose of this study is to identify the relationship between the characteristics of distance education students, their computer literacy and technology acceptance and distance education course satisfaction. The theoretical framework for this study will apply Rogers and Havelock's Innovation, Diffusion & Utilization theories to distance education. It is hypothesized that technology acceptance and computer competency will influence the student course satisfaction and explain the decision to adopt or reject distance education curriculum and technology. Distance education delivery, Institutional Support, Convenience, Interactivity and five distance education technologies were studied. The data were collected by a survey questionnaire sent to four Florida universities. Three hundred and nineteen and students returned the questionnaire. A factor and regression analysis on three measure of satisfaction revealed significant difference between the three main factors related to the overall satisfaction of distance education students and their adoption of distance education technology as medium of learning. Computer literacy is significantly related to greater overall student satisfaction. However, when competing with other factors such as delivery, support, interactivity, and convenience, computer literacy is not significant. Results indicate that age and status are the only two student characteristics to be significant. Distance education technology acceptance is positively related to higher overall satisfaction. Innovativeness is also positively related to student overall satisfaction. Finally, the technology used relates positively to greater satisfaction levels within the educational experience. Additional research questions were investigated and provided insights into the innovation decision process.

The purpose of this study was twofold. It was designed to determine (a) the efficacy of an intervention designed to increase the frequencies of appropriate study behaviors on the part of community college students who were preparing for academic mathematics activities and (b) whether any increase in appropriate study behavior frequency was accompanied by increased academic achievement in college preparatory mathematics classes. A total of 126 Miami Dade College students participated in this study. Two developmental (remedial) mathematics classes were randomly assigned as the experimental group, and two others were assigned as the control group. All students also took a College Survival (SLS) class. The Study Behavior Inventory (SBI) and the Computerized Placement Test (CPT) were administered to the four classes. The SBI was used as a pre- and post-test. The SLS curriculum and classroom time were the same for both groups. However, students in the treatment groups received instruction designed to increase the frequency of effective study behaviors associated with the three factors identified in the SBI, while the students in the control group participated in activities that did not emphasize study behaviors. A series of analysis of covariance procedures were used to analyze four hypotheses. The first three hypotheses proposed that students who were instructed in the use of appropriate study behaviors would score higher on the three factors of the Study Behavior Inventory than those who were not. The fourth hypothesis proposed that a greater proportion of mathematics students who were instructed in the use of appropriate study behaviors would receive a passing grade in their course than students who were in the control group. The four hypotheses were tested at the .05 level of significance. This study revealed that students who received instruction in appropriate study behaviors scored higher in the use of appropriate study behaviors and in mathematics achievement than students who did not. Additional research is needed to investigate whether these effects would persist over time, or be found in subjects other than mathematics.

Nontraditional students differ from traditional students on characteristics such as age, employment status, marital status, and parental status. The quality of a student's experience is important as it relates to his or her transformation and is a reflection of the quality of the college. Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students. Results of a 2 X 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students. This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and co-curricular experiences, nontraditional students use the classroom as their stage for learning.

The purpose of this study was to investigate the effect of multimedia instruction on achievement of college students in AMH 2010 from exploration and discovery to1865. A non-equivalent control group design was used. The dependent variable was achievement. The independent variables were learning styles method of instruction, and visual clarifiers (notes). The study was conducted using two history sections from Palm Beach Community College, in Boca Raton, Florida, between August and December, 1998. Data were obtained by means of placement scores, posttests, the Productivity Environmental Preference Survey (PEPS), and a researcher-developed student survey. Statistical analysis of the data was done using SPSS statistical software. Demographic variables were compared using Chi square. T tests were run on the posttests to determine the equality of variances. The posttest scores of the groups were compared using the analysis of covariance (ANCOVA) at the .05 level of significance. The first hypothesis there is a significant difference in students' learning of U.S. History when students receive multimedia instruction was supported, F = (1, 52)= 688, p < .0005, and F = (1, 53) = 8.52, p < .005for Tests 2 and 3, respectively. The second hypothesis there is a significant difference on the effectiveness of multimedia instruction based on students' various learning preferences was not supported. The last hypotheses there is a significant difference on students' learning of U.S. History when students whose first language is other than English and students who need remediation receive visual clarifiers were not supported. Analysis of covariance (ANCOVA) indicated no difference between the groups on Test 1, Test 2, or Test 3: F (1, 4 5)= .01, p < .940, F (l, 52) = .77, p < .385, and F (1,53) =.17, p > .678, respectively, for language. Analysis of covariance (ANCOVA) indicated no significant difference on Test 1, Test 2, or Test 3, between the groups on the variable remediation: F (1, 45) = .31, p < .580, F (1, 52) = 1.44, p < .236, and F (1, 53) = .21, p < .645, respectively.

The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (n1= 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (n2 = 19 ) (at the beginning and end of the term). Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group on TOSRA scale two and biology knowledge. ANCOVAs did not indicate any significant differences on the post mean scores of the TOSRA or biology knowledge adjusted by differences in the pretest mean scores. Analysis of the research data did not show any significant correlation between attitudes toward science and biology knowledge.

This study examines part-time undergraduate students in the areas of health and business, at the University of Salford and Manchester Metropolitan University. The literature review examines the history of part-time education, the factors that influence the decision to study in higher education, the issues affecting widening participation and an analysis of the infonnation available to prospective students. The literature review gave rise to a number of issues that were examined in the survey. The research methodology employed: A survey Interviews The sample selected was surveyed using a questionnaire. These were conducted with senior members of staff at the two universities involved to detennine why they had adopted their chosen approach to part-time study and to validate the sample analysis. The study concludes that: The sample reflected the national picture in that the areas of study were vocationally based, respondents were employed in non-manual occupations and had a wide range of entry qualifications. The sample differs from the national picture in the level of study, the preponderance of females in both subject areas and the fact that ethnic minority groups were not represented in significant numbers. There was evidence to show that respondents had undertaken part-time study previously although the vast majority were first generation higher education students. Overall students agreed that the most important reason for selecting their course was its practical relevance followed by the actual course content. Broadening of their experience by study was considered a positive aspect. Both employers and work colleagues were influential when selecting a course and health students were particularly directed by their employers. The price of the course was the least important factor when making a selection. The main reason for studying was to assist students with their present job although there was evidence that business students were more likely to be looking at career advancement rather than retaining their current positions. Health students are more likely to remain with the sam~ employers for longer. Both subject areas agreed that the most important factors related to course provision was contact with other students and face to face contact with tutors. Respondents were of the view that they had been influenced by their school as to whether or not to progress into FEIHE and a significant proportion felt that they had not been encouraged to do so. Analysis of part-time and fuII-time applications in the area surrounding the two universities showed that the full-time "cold spots" are generaIIy reflected by part-time study. The geodemographic data for the universities indicated that greater. proportions of group 3 and 4 students (lower income groups) are mature or part-time. . Neither university had a part-time strategy although there is some evidence that both are reacting to demands from students and employers but the part-time provision is not weII co-ordinated at a central level. The study resulted in a number of recommendations to the institutions involved to help improve their provision of part-time higher education.

The aim of this research was to determine whether cultural diversity had any impact on the quality of learning interactions used in Problem Based Learning (PBL). This qualitative, interpretive study followed one culturally diverse group of 11 students on their first year of an undergraduate Diagnostic Radiography programme. Data comprised video footage of 10 PBL tutorials, and individual and focus group interviews, collected over the period of one academic year between 2007 and 2008. A Grounded Theory (GT) approach was used to manage the data and construct the argument. Interactions were explored using Discourse Analysis (DA), employing the constructs of Face, Politeness and Rapport Management (RM) to understand how students managed the communicative demands of PBL to achieve their learning goal. The study found that PBL requires students to engage in face-threatening behaviours to a greater extent than more traditional learning methods, because it expects the students to discuss subjects of which they have little prior knowledge and then puts student centre-stage for planning learning objectives and delivering the learning to others. Members of culturally diverse learning groups may have difficulty in finding a common strategy of communication for PBL because their differences make it difficult to predict how they will be judged by others in the group. Furthermore, reducing social distance, which would overcome this dilemma, is more difficult in groups where the individuals are culturally diverse. Age diversity, as an influential factor, featured highly in the group studied. A Sociopragmatic Interactional Principle (SIP) of equity-autonomy predominated in the group’s interactions as a result of these issues. This ethos meant that the students opted for superficial learning interactions which were confirmative rather than critical. It appears the strength of Face Threatening Acts (FTAs) in PBL is extremely high for such a group and that the impact of socialisation for reducing social distance, inhibited because of cultural diversity, has an influential role in reducing the impact of face. The findings of this study can be used by tutors to understand the communicative demands made on students in PBL. Face threat might be lessened either by giving students more freedom to feel they are in control of the PBL tutorial rather than being constrained by notions of the ‘right’ and the ‘wrong’ way to participate, or conversely, providing a more structured process to legitimise FTAs. The developing ethos of the group may help to identify which of these approaches is most suitable to the needs of the group. The study also highlights the importance of promoting off-task social engagement for PBL groups, especially culturally diverse groups where members do not normally socialise outside the tutorial.

This research attempts to study the influence of organisational culture (OC) on the acceptance, importance and use of performance measurement systems (PMS) in Libyan higher education. To achieve the objectives of this research, a contingency theory is adopted. Organisational culture as a contingent variable was identified from the literature and appropriate statistical tests were undertaken to ascertain its influence. The organisational culture assessment instrument (OCAI) devised by Cameron & Quinn (2011) was chosen to be the conceptual model for determining the organisational culture type of institutions. Using the OCAI, an organisational culture profile could be verified by determining the organisation's dominant culture type characteristics. The Competing Values Framework (CVF) model developed by Cameron & Quinn (2011) was chosen to be a measurement tool for Organisational Culture (OC) to examine aspects of dominant organisational culture types in the Libyan higher education sector. A mixed methods quantitative and qualitative) approach, involving a survey questionnaire and interviews, was adopted. Descriptive statistics, which include frequencies and percentages, were utilized to present the main characteristics of the sample, the profiles of organisations’ cultural types, and the information gained in relation to the acceptance, importance and use of performance measurement systems. The sample of this study consists of three types of Libyan higher education (universities, higher institutions and technical collages). The intended participant lists covered the entire population of all groups in Libyan higher education. The study revealed that the three types of Libyan higher education are not homogeneous. In addition, the study showed that job titles and positions, experience and education levels are among the factors that influence organisational culture and thereby PMS acceptance, importance and use. While Libyan higher education in general, which includes public universities and technical colleges, was dominated by a Hierarchy culture that favours a centralised management style, the private and higher institutions were dominated by a Clan culture which is often found in ‘family-type’ organisations. Hierarchy culture exhibited a significant negative direct relationship with the acceptance and importance of performance measurement systems in Libyan universities. On the other hand, Clan culture exhibited a significant negative direct relationship with the acceptance and use of performance measurement systems in Libyan higher institutions. The contingency theory of performance measurement systems is based on the assumption that there is no universally appropriate use of performance measurement systems that applies equally to all organisations in all circumstances and the findings of this thesis are consistent with this contingency theory assumption. Therefore, organisational culture as a factor of contingency theory has influence on some aspects of performance measurement systems and does not influence others, and this depends on a given organisation’s circumstances.

Drawing on recent literacy studies, this thesis examines second language academic literacy development in Libyan higher education. A novel intervention programme focusing on academic writing through an action research approach was undertaken with a group of 30 undergraduate university students, majoring in English as a foreign language who were studying in a college of education at a university in the North West of Libya. The research was guided by five main aims: firstly, to explore Libyan higher education students’ perceptions regarding the influence of their socio-cultural and educational background, and the institutional context on their academic literacy development; secondly, to examine their views and thoughts about the concept of academic literacy and its development within their institution; thirdly, to apply the genre approach to teaching writing as an innovation in a Libyan context in order to raise participants’ awareness of how English academic literacy might be developed; fourthly, to employ action research to develop practice in order to improve teaching and learning L2 (Second Language) writing in a Libyan context; and finally, to contribute to building theory in the field of teaching English L2 academic literacy in higher education in Libya. The field work was conducted over six months, and to gather data for analysis, the study employed five tools of data collection: observation, using a teacher journal to monitor the students’ learning performance; students’ written feedback on sessions; samples of the students’ written work; a questionnaire and an interview administrated at the end of the intervention programme with further interviews a year after conducting the initial empirical research. Data analysis revealed inadequacies in the role of the wider socio-cultural environment for acquisition and practice of English reading and writing at school and also for the development of academic literacy in higher education. English is viewed as a school subject rather than a language and the concept of academic literacy is not familiar in a Libyan context so there are few opportunities for students to develop outside the classroom. The problems students encounter in language and in writing also revealed limitations in the teaching within Libyan institutions. Students who experienced the intervention programme appreciated the significance of English academic literacy and felt it should be promoted through individual and social awareness and within an educational environment which encourages its multifaceted nature, and the need for resources and a more participative pedagogical approach. Finally, this study suggests that the genre approach, as yet unfamiliar in Libya, might be helpful for students to improve their L2 writing capabilities and encourage awareness of academic literacy through learning by doing and through engagement with language as a holistic process. Action research, also unfamiliar in Libya, proved significant in professional and pedagogical development and in the creation of a more student-centred classroom in which students felt empowered to participate and to engage in the teaching and learning process.