Dissertations / Theses on the topic 'First year undergraduate biology'
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Patrick, William John. "First-year undergraduate student attrition." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2592/.
Full textDixon, Stephen. "Hearing voices : first year undergraduate experience of audio feedback." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/620903.
Full textSobel, Karen D. "Promotion of Library Reference Services to First-Year Undergraduate Students." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/441.
Full textLin, Hsing-Yin Cynthia. "L2 Undergraduate Writers' Experiences in a First Year Writing Course." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu150314311403158.
Full textVan, Den Elzen Brad L. "Ports of entry an exploration of international undergraduate sojourners' first year experiences /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164678550.
Full textLuan, Yun. "Understanding first year undergraduate achievement in a post-1992 university science department." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/118248.
Full textTaylor, Ruth Fiona. "Creating connections : an investigation into the first year experience of undergraduate nursing students." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/373.
Full textFurby, Victoria J. "Process and Product: The sight singing backgrounds and behaviors of first year undergraduate students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211160063.
Full textGrant, Janice M. "Students' academic expectations and experience during the first year of their undergraduate nursing programme." Thesis, University of Salford, 2012. http://usir.salford.ac.uk/37465/.
Full textCampos, Mary Grace T. "Quality of Life Differences Between First-Year Undergraduate Financial Aid and Non-Aid Recipients." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/32688.
Full textFor purposes of this study, quality of life was defined by four dimensions culled from the literature: (a) material possessions; (b) housing; (c) use of time; and (d) support mechanisms. Financial aid was defined as any need-based grant, loan, or work-study money awarded to a student.
Data were collected using the Quality of Life survey developed specifically for this study. The survey consisted of 59 items that were designed to measure the four dimensions of studentsâ quality of life. The target sample for this study consisted of 600 first year undergraduate students: 300 financial aid recipients and 300 non-aid recipients.
The findings revealed significant differences in three of the four areas: material possessions, use of time, and support mechanisms. These findings suggest that those who administer financial aid programs and those responsible for creating financial aid policies may wish to consider the role financial aid plays in the quality of life of students.
Master of Arts
Raab, Marianne Fisher. "DO FIRST-YEAR COMPOSITION COURSES BENEFIT BUSINESS STUDENTS?" University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1295625271.
Full textMwanza, Gabriel. "Social networks : encouraging collaboration among first year undergraduate students at the University of Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11495.
Full textNaidoo, Saloshana. "Exploring the undergraduate Information Technology experience of an extended four-year programme." Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/66229.
Full textThesis (PhD)--University of Pretoria, 2017.
Informatics
PhD
Unrestricted
Kalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process." Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.
Full textBarus, Irma Rasita Gloria, and n/a. "Towards an ESP reading syllabus for the first year undergraduate students at Bogar Agricultural University (IPB)." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060607.170018.
Full textLe, Play Deborah Claire. "Rethinking 'the rules of the game' : first year undergraduate transitional experiences viewed through a Bourdieusian lens." Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577629.
Full textLloyd-Jones, Gaynor. "A multiple case study of the first year student perspective in a medical undergraduate PBL curriculum." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250479.
Full textGonyea, Robert Michael. "The relationship between student engagement and selected desirable undergraduate outcomes in the first year of college." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3173528.
Full textTitle from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1292. Chair: George D. Kuh.
Williams, Lindsey N. "Grit and Academic Performance of First- and Second-Year Students Majoring in Education." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7109.
Full textDe, Wet J. C. "Instating the study of human communication in a first-year higher education teaching programme." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/576.
Full textThe article revisits the concept and phenomenon of human communication to show that it deserves to be part of a first-year undergraduate core curriculum which aims to further knowledge and advance learning. Conceptual analysis and critical and rational argumentation are employed. Teaching students about what human communication really is and, concomitantly, what it entails existentially as well as adopting the appropriate spirit, stance and method for authentic intercultural communication, could go a long way in equipping them to be critical thinkers, competent citizens, and compassionate human beings in the worlds in which they live.
James, Cindy Lou. "Exploring the connection between emotional intelligence and first year experiences of undergraduate students at one Canadian university." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/45956.
Full textJoubert, Lydia-Marie. "Enhancing the quality of first-year Biology teaching at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52824.
Full textENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the quality of undergraduate biology teaching, especially when considering the growth in the fields of biotechnology and the molecular sciences. Programmes of learning have to be market orientated, and the contents of curricula have to equip students for entrance into a specific career. At the University of Stellenbosch the School for Biological Sciences has developed an interdisciplinary approach to first-year biology teaching. The new programmes in Biological Sciences, implemented in 2000, contain first-year curricula that introduce students to the disciplines of genetics, botany, zoology, microbiology, biochemistry and statistics. This involves participation by six departments, and lecture facilitation in two languages for up to 600 students. As contact sessions between lecturers and students are limited, self-study is becoming increasingly important, and lectures should be fully exploited to obtain deep learning. This study investigated various ways to enhance the teaching and learning process for first-year biology students in a module fraught with growing pains and problems. The influence of software support on student learning was evaluated, while the introduction of an innovative approach to teaching statistics to first-year students was analyzed. Supplementing the statistics section with video-recordings of the lectures was further considered as a possible way of overcoming various obstacles in especially this section of the module. The application of a practical laboratory course to enhance the quality of the theoretical lectures was also investigated and evaluated. It can be concluded that no simple solution could be found to solve the variety of problems that arose with implementation of the new programmes of learning. Technology proved to be invaluable, but should be applied after thorough needs assessment and impact studies have been performed. Provision of IT tools and facilities do not necessarily imply their application and effect, and innovation and inspiration still proved to be most effective in enhancing biology teaching.
AFRIKAANSE OPSOMMING: Transformasie in biologie-onderrig is onvermydelik. Daar is wêreldwye kommer oor die kwaliteit van voorgraadse biologie-onderrig, veral in die lig van die vooruitgang in biotegnologie en die molekulêre wetenskappe. Programme van onderrig moet markgerig wees, en die inhoud van leerplanne loopbaangerig. Die Skool vir Biologiese Wetenskappe van die Universiteit van Stellenbosch het sedert sy stigting 'n interdissiplinêre benadering tot eerstejaarsbiologie-onderrig ontwikkel. Die nuwe programme in die Biologiese Wetenskappe wat in 2000 geïmplementeer is, bevat eerstejaarskurrikula wat studente bekendstel aan die dissiplines van genetika, botanie, sooloqie, mikrobiologie, biochemie en statistiek. Ses departemente is hierby betrokke, en lesings word in twee tale vir tot 600 studente aangebied. Aangesien kontaksessies tussen dosente en studente beperk is, word selfstudie toenemend belangrik, en lesure moet ten volle benut word om 'n diepgaande leerproses te verkry. Hierdie studie ondersoek derhalwe verskeie potensiële maniere waarop die onderrigen leerproses by eerstejaarbiologie-studente versterk kan word. Die invloed van sagteware-ondersteuning by die leerproses is geëvalueer, terwyl 'n nuwe innoverende benadering tot statistiek-onderrig vir eerstejaarstudente geanaliseer is. Uitbreiding en ondersteuning van die statistiek-seksie, d.m.v. videoopnames van die lesings, is verder oorweeg om verskeie van die hindernisse in veral hierdie deel van die module te oorkom. Die toepassing van 'n laboratoriumkursus om die kwaliteit van die teoretiese lesings uit te brei is ook geëvalueer. Daar kan saamgevat word dat geen enkelvoudige oplossing bestaan om die verskeidenheid van probleme op te los wat met implementering van die programme ontstaan het nie. Tegnologie is onontbeerlik, maar moet toegepas word nadat behoorlike behoeftebepaling en impakstudies uitgevoer is. Verskaffing van informasietegnologie impliseer nie noodwendig die nodige toepassing en effek nie, en innovasie en inspirasie blyk steeds onontbeerlik te wees om biologie-onderrig uit te brei en te versterk.
Zaher, Christine Anne. "The development and implementation of a first year undergraduate E.F.L. writing programme for English departments of Egyptian universities." Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427800.
Full textTyacke, Vicki-Lee. "The preparedness of New Zealand secondary school students for first year undergraduate studies in a digital learning environment." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/88381.
Full textHeaton, Christy E. "Examining the Lived Experiences of Undergraduate Transgender Students at Four Year Institutions in the South." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2409.
Full textAndrew, Tahnee J. "What Nursing Students Believe Impacts Academic Success in the First Year of a Baccalaureate Nursing Program." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596124692955453.
Full textPadgett, Ryan David. "The effects of the first year of college on undergraduates' development of altruistic and socially responsible behavior." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1052.
Full textHicks, Allan. "An examination of the influences on choice of first post among a population of final year undergraduate student nurses." Thesis, King's College London (University of London), 2009. https://kclpure.kcl.ac.uk/portal/en/theses/an-examination-of-the-influences-on-choice-of-first-post-among-a-population-of-final-year-undergraduate-student-nurses(476ae92d-81e4-45ac-880e-75a70e3a7183).html.
Full textKriel, Hester Adriana. "Comparison of teaching orientations of an experienced and beginner lecturer in first year Biology." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/63305.
Full textDissertation (MSE)--University of Pretoria, 2017.
National Research Foundation (NRF)
Biochemistry
MSE
Unrestricted
Stirling, Eve. "Why waste your time on Facebook? : a temporal analysis of first-year undergraduate students and transition in UK Higher Education." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6377/.
Full textRippel, Zilma Iára Bandeira. "An analysis of segmental features of pronunciation among first year undergraduate students of English at the Federal University of Paraná." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24352.
Full textStory, Craig N. "The Relationship of Undergraduate First-Time-in-College Students' Expectations of Interactions with Faculty and Four-Year College Degree Completion." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4949.
Full textLitchfield, Bradley C. "Undergraduate student retention in context: An examination of first-year risk prediction and advising practices within a college of education." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216594.
Full textPh.D.
This study examined the use of an institutionally-specific risk prediction model in the university's College of Education. Set in a large, urban, public university, the risk model predicted incoming students' first-semester GPAs, which, in turn, predicted the students' risk of attrition. Additionally, the study investigated advising practices within the College of Education via semi-structured interviews with the College's advising staff and a document analysis of students' advising notes in an attempt to find thematic links between undergraduate retention and usage of an advising center. Data were analyzed to determine the accuracy of the risk model in the College of Education. The results of this study are used to inform the College of Education's administration, faculty, and staff about the implications of risk prediction and to suggest potential treatments to increase retention rates. Furthermore, recommendations for future research are discussed for this study's institution and for the field of education.
Temple University--Theses
Smith, Karen Margaret. "An investigation of student learning using threshold concepts in a first year cell biology course." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/41938.
Full textRygg, Matthew J. "The Experiences of High-Achieving, Undergraduate Students Who Departed from Bowling Green State University in the First Year: A Case Study." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404298009.
Full textAl, Qahtani Ali Falah A. "Relationships between intercultural contact and L2 motivation for a group of undergraduate Saudi students during their first year in the UK." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/8279/.
Full textFilies, Gerard C. "Attitudes and perceptions of first year students towards interprofessional education in the Faculty of Community and Health Sciences at the University of the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/79314.
Full textAFRIKAANSE OPSOMMING: Die studie het plaasgevind by die Universiteit van die Wes-Kaap, in die Fakulteit van Gemeenskap en Gesondheidswetenskappe, met eerste jaar voorgraadse studente wat die verpligte interprofessionele program doen. Studente sluit in die volgende dissiplines: Arbeidsterapie; Fisioterapie, Sielkunde, Maatskaplike Werk, Natuurlike Medisyne, Dieetkunde, Menslike Ekologie, Sport en Verpleegkunde. Die doelwitte van hierdie studie was om die houdings en persepsies van die eerste jaar studente wat deelgeneem het in 'n voorgraadse interprofessionele program te meet. Houdings en persepsies was gemeet met betrekking tot die ouderdom geslag, ras,agtergrond sowel dissipline van spesifieke studente. Daar was ook gekyk of die betrokke dosente ń invloed het op studente se houdings en persepsies teenoor die program. Die studie was hoofsaaklik kwantitatiewe met n kwalitatiewe komponent. Vraelyse was uitgereik aan 657 studente om hul houdings en persepsies teenoor interprofessionele onderwys te bepaal. 'n Steekproefgrootte van 264 studente het in 95% vertrouensintervalle met 'n maksimum akkuraatheid van 5%. Die vraelys is aangepas, met toestemming, van Cameron, Rennie; DiProspero Langlois & Wagner (2009). MS Excel was gebruik om die data op te vang en Statistica weergawe 9 [StatSoft Inc (2009) STATISTICA (data-analise sagteware stelsel), www.statsoft.com] is gebruik om die data van die vraelyste te analiseer. Beskrywende statistiek is gebruik om te beskryf die belangrikste kenmerke van die steekproef van hierdie studie. Opsommingstatistiek is verder gebruik om op te som die bevindinge van hierdie studie met die doel om die grootste deel van die inligting so eenvoudig as moontlik te kommunikeer. Twee oop vrae is ingesluit aan die einde van die vraelys en dit is gebruik om die data te trianguleer. Die Kruskal-Wallace-toets is gebruik om die resultate, waar 'n p-waarde van <0,05 aangedui word statistiese betekenisvolheid te meet. Van al die faktore wat gebruik was om die houdings en persepsies van studente te meet, was die volgende drie beduidende: geslag, ras en dissipline. Geen ander faktore impakteer op die houdings en persepsies van studente in interprofessionele onderwys. Studente se houdings en persepsies teenoor interprofessionele onderwys was beduidend positief. Die studie het bevind dat daar ń algemene gebrek aan begrip is vir die relevansie van die program. Dit sluit in hoekom die verskillende dissiplines aan die program deelneem as ook wat hulle spesifieke rolle in die gesondheidsorg span is. Die aanbeveling is dus dat die koördinerings eenheid van die program die kursus meer duidelik sal moet definieer om so doende die studente se kennis in terme van relevansie van die interprofessionele program uit te brei met spesifiek verwysing na die Sport studente.
Dennison, Taryn. "Attachment style and the transfer of attachment functions from parents to peers in relation to the subjective wellbeing of first-year undergraduate students." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599577.
Full textSheahan, Linda. "An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/an-exploratory-trial-exploring-the-use-of-a-multiple-intelligences-teaching-approach-mita-for-teaching-clinical-skills-to-first-year-undergraduate-nursing-students(5f6ad285-07f0-4431-b168-dc21df073ab9).html.
Full textTsai, Shiao-Chen. "Academic Listening and Note-Taking: A Multiple-Case Study of First-Year International Undergraduate Students’ Experiences in Different Instructional Contexts at an American University." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498740906480853.
Full textDalpiaz, Anthony. "Social Media Use, Media Literacy, and Anxiety in First-Year College Students." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597137716516134.
Full textReetseng, Mmakgoshi Prescilla. "An assessment of the attitudes of undergraduate students towards information literacy training : Sefako Makgatho Health Sciences University (SMU) Library as case study." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58606.
Full textMini Dissertation (MIT)--University of Pretoria, 2016.
Sefako Makgatho Health Sciences University
Carnegie Corporation of New York
Information Science
MIT
Unrestricted
Gardner, Joel Lee. "Testing the Efficacy of Merrill’s First Principles of Instruction in Improving Student Performance in Introductory Biology Courses." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/885.
Full textFouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
Full textDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
Smith, Marian Ford. "The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700089/.
Full textVerenna, Anne-Marie Alexandria. "INVESTIGATIONS OF ANATOMICAL VARIATIONS OF THE THORAX AND HEART AND ANATOMICAL KNOWLEDGE FOR FIRST YEAR MEDICAL DENTAL AND PODIATRY STUDENTS." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/221870.
Full textPh.D.
The universal presence of anatomy in healthcare professions is undeniable. It is a cornerstone to each of the clinical and basic sciences. Therefore, further expansion of current anatomical knowledge and effective methods to teach anatomy is essential. In this work, the relationship of the dorsal scapular artery with the trunks of the brachial plexus is explored with the hope that information on anatomical variation will assist neurosurgeons in sparing these structures during clinical procedures. Additionally, structures involved in biventricular pacing procedures, such as the coronary sinus and Thebesian valve, are explored for their variations in both presence and presentation. Simulations of cannulations with both 7F and 8F guiding catheters were used to collect data regarding the length of travel of a catheter within the coronary sinus. This study aimed to expand current knowledge of the coronary structures that are of importance to electrophysiologists. Furthering knowledge of how best to teach anatomy to healthcare professionals was also an aim of this work. The first education study explored whether the method of instruction affected student success in a basic science course. This study also investigated the degree of knowledge mastery that healthcare professional students had achieved in gross anatomy, microanatomy and physiology during their first year physiology course. The students were assessed at the knowledge, comprehension, application and analysis levels of Bloom's taxonomy in each discipline. A pilot study explored the degree of prior knowledge in human gross anatomy that the same healthcare professional populations (medical, dental and podiatry) possessed before beginning the first year general gross anatomy course in their healthcare curriculum. The ability for these students to evaluate when they had answered a gross anatomy question correctly and when they had answered a question incorrectly (metacognition) was explored. All four studies in this work provide further insight into anatomical education in both the clinical and basic science environments.
Temple University--Theses
Roth, Emily Nicole. "An Investigation of the Influence of Students’ Academic Year, Students’ Declared Major, and Quiz Format on Academic Achievement in a Large Enrollment Undergraduate Human Gross Anatomy Course." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429870248.
Full textShackell, Cameron. "Secondary discourse in first-year university texts: the role and function of scientific definitions and their implications for teaching English for academic purposes." Master's thesis, 1996. http://hdl.handle.net/1885/13584.
Full textKali, Horatius Dumisani. "First-year university biology students' difficulties with graphing skills." Thesis, 2006. http://hdl.handle.net/10539/1845.
Full textBased on the perceived need for improved graphing skills of students at first-year university level, two lecturers wanted to produce a web-based computer programme to improve first-year university biology students’ ability to construct and interpret graphs. Prior to designing and developing the package, however, it was important to establish whether there was a need for such a programme, and what might need to be included. The investigation to establish this provided the research described in this research report. A situation analysis was conducted to establish the nature and extent of the problems of graphing skills discussed anecdotally in the staff room of biology departments at a number of institutes. The ultimate intention (beyond this study) was to determine whether the problems were extensive and serious enough to warrant developing supplementary teaching materials to teach graphing skills. All lecturers (n = 5) and teaching assistants (n = 4) involved in using or teaching graphing skills to first-year biology students at one university were identified and interviewed. The purpose of the interviews was to establish the problems they believed are exhibited by their first-year students (with reference to graphing skills), and the nature and extent of current teaching of such skills in their first-year courses. In order to triangulate the information on student’s problems an item analysis was conducted of all questions incorporating graphs in two mid-year examination papers (n = 478 and n = 65), and students were observed during a practical session (n = 43). Results revealed that students experienced fewer problems with interpreting graphs than with graph construction. Of the four categories of graph interpretation problems identified by the teaching staff, the most popular category was students inability to describe quantitatively what the graph is showing (4 teaching staff). This was confirmed in the question paper analysis when 58% of the medics students (n=478) were unable to answer correctly one question involving several interpretation skills. No specific skills for graph interpretation were observed as being a problem in the College of Science question paper (n=65). Observations showed interrelating graphs as the biggest problem (5 students out of 43). Five categories for problems with graph construction were identified by the teaching staff. The most commonly mentioned problem (4 teaching staff) was identifying or plotting variables, whereas class observation revealed scaling axes as the most problematic skill shown by students (15 out of 43). In the exams, 80% of the medics students could not correctly answer one question requiring multiple skills including identifying variables, and 56% could not correctly answer another question that required skills that also involved identifying variables. The College of Science question paper revealed that 85% of the students could not supply the units of measurement for the y axis. A needs analysis was conducted to establish how the lecturers thought graphing skills should be taught and who should teach the skills. This information was needed to provide suggestions (from education “experts”) about what could be included in the computer programme to be developed subsequent to the research study, and how the teaching could best be done. Four members of the teaching staff said it was important to give students a lot of exercises to practice the skills and five members of the teaching staff said it was the responsibility of the university tutors or lab staff to teach graphing skills.
Boyd, Jennifer Lynn. "Developmental and Situational Factors Contributing to Changes in Eating Behaviour in First-Year Undergraduate Women." Thesis, 2007. http://hdl.handle.net/10012/3384.
Full text