This dissertation is concerned with the detailed accounts of twenty-one students who participated in a peer tutoring program known as Supplemental Instruction (S.I.) In this approach, the development of students’ study skills through weekly peer tutoring sessions, is built on particular subject curriculum, not separate from it. In this study the subject selected was Statistics for Marketers. The approach is designed to assist students to succeed in ‘high risk subjects’ through voluntary attendance at the S.I. sessions. / The central question to this study was how can students’ critical awareness of their learning experience while participating in an S.I. group, inform our teaching practice in universities, at a time when we are facing an incredibly challenging, competitive environment. The interest in S.I. stemmed from its links with the concept of peer monitoring as a learning strategy, studied in earlier research. It appeared to offer an innovative first year intervention strategy, at a time when Australian universities are beginning to compete more openly in offering students high quality teaching and learning. Research to date had not investigated to any depth how the approach worked nor gained any detailed student accounts of their learning experiences in an S.I. program. (For complete abstract open document)

Thesis (M. Sc.)--University of Canterbury, 2007. / Typescript (photocopy). "June 2007." Includes bibliographical references (p. 117-135). Also available via the World Wide Web.

Thesis (M.Ed.)--University of Waikato, 2007. / Title from PDF cover (viewed February 27, 2008) Includes bibliographical references (p. 167-177)

Thesis (M.S.)--Worcester Polytechnic Institute. / Keywords: Model Tracing; Intelligent Tutoring Systems; JESS production system; Debugging Tool; Cognitive Tutor Authoring Tools. Includes bibliographical references (p. 58-60).

Thesis (M.S.)--Worcester Polytechnic Institute. / Keywords: Dialog; Learning Gain; Web-Based Evaluations; Empirical Results; Student Motivation; Mathematics education; Model-Tracing Tutors; Tutoring Strategy Evaluation; Intelligent Tutoring. Includes bibliographical references (p. 33-34).

Thesis (M.S.)--Worcester Polytechnic Institute. / Keywords: aprior; ASAS; association rules; logistic regression; transfer models; predicting performance. Includes bibliographical references (p. 50-51).

Thesis (Ph. D.)--University of Hong Kong, 1995. / "July 1994." Includes bibliographical references (leaves 365-396).

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1976. / Source: Masters Abstracts International, Volume: 45-06, page: 2793.

Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "August, 2007." Includes bibliographical references (leaves 184-197). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2008]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.