Students assessed a Special Educational Opportunity tutorial program and specified, when appropriate, their reasons for nonutilization. Results suggest that tutorial programs offered to students on a voluntary basis, staffed by their peers and operated on a one-to-one interaction, should be examined. (Author)

With the relationship between individual learning styles and the effectiveness of the experiential approach, it was hypothesized that the effectiveness of the experiential approach, as measured by student perceptions and student grades, was a function of learning style compatability. The results did not support this hypothesis. (Author)