The study explored the effectiveness or otherwise of the in-built activities in the course manuals given to DE students of the University of Education in supporting their learning. Adopting the sequential mixed method design, 156 respondents were purposively selected from two study centres of the University. Data were collected using questionnaire…

In 1972, the TRIO program leaders at the University of Minnesota (UMN) developed the Integrated Learning (IL) course to meet academic and cultural transition needs of their Upward Bound (UB) secondary school students. These courses were offered during the UB summer bridge program for students who were concurrently enrolled in…

First-year university students exhibit considerably different levels of proficiency, often lacking the necessary prerequisites to attend certain courses. This is especially true for mathematics courses. While motivation alone plays a role, by far the most significant challenge consists in harmonising the different (and often incompatible)…

The present study investigated the extent to which providing students with individualized performance feedback informed and directed their learning behavior. Individualized performance feedback was delivered to students using curriculum-based measurement progress indicators, either as a visual representation of ongoing performance in the form of a…

Time management may be the most important study skill. The effects of a specific teaching technique designed to alter the time management skills of undergraduate students in a voluntary study skills course were assessed. Of the 95 subjects, 34 were enrolled in the course and were exposed to time management instruction, 31 were future course…