"... In PAGE 4: ... Explanatory variables were activity and success. Table1 presents the results we got for the fall semester of 2002. Table 1: Results of regression analysis on class performance characteristics against QuizPACK parameters (fall of 2002) ... ..."

"... In PAGE 4: ...able 1: Personnel Resources ............................................................................................. 9 Table2 : Hours Fall 2007 semester, excluding first three weeks .... In PAGE 15: ... Table2 : Hours Fall 2007 semester, excluding first three weeks 2.2.... ..."

"... In PAGE 4: ...lpha ranged from 0.83 and 0.91 for the five subscales. When given at the end of the Fall 2001 semester, no significant differences on any of the five subscales were seen between the pair and solo sections. In subsequent semesters, a more general question about attitudes about pair programming was asked: If you are in a paired section this semester, will you choose a paired section course in the next semester, given there is a paired section? As seen in Table3 , 80% of the students in the Spring 02 semester and 85% of the students in the Fall 02 semester expressed no misgivings about working in pairs. Table 3.... ..."

"... In PAGE 3: ... There were four of these, with a due date of approximately two weeks after issue. The layout of the 2002 fall semester is shown in Table1 , with approximate time schedule, and the number of (A4 size) handout slides for each topic. The unit of the time schedule is 45 minutes, i.... ..."

"... In PAGE 9: ... Students in the solo section would not have had an informed opinion on this question. Table4 shows that in the spring 2002 semester the majority of the students (approximately 80%) did not express a preference for a solo section in future. Over 84% of the Fall 2002 students did not express a preference for a solo section in future.... In PAGE 9: ...Table4... ..."

"... In PAGE 4: ...able 2: Hours Fall 2007 semester, excluding first three weeks ...................................... 10 Table3 : Materials Resources.... In PAGE 15: ... Table3 : Materials Resources 2.2.... ..."

"... In PAGE 26: ... Ethnicity of students succeeding in M, W, and corresponding traditional sections, Fall 1998, percentages rounded Ethnicity M students W students Traditional students White 1,521 ( 88%) 554 ( 82%) 3,751 (83%) Asian 70 ( 88%) 11 ( 61%) 189 (78%) Black 116 ( 75%) 53 ( 80%) 356 (77%) Hispanic 171 ( 90%) 38 ( 72%) 430 (80%) Am. Indian 12 ( 80%) 4 (100%) 17 (77%) Other 15 (100%) 1 (100%) 83 (87%) Table9 presents success rates of males and females in the three modalities for the fall 1998 semester, indicating that women succeed at a higher rate than men for all three modalities. Table 9.... ..."

"... In PAGE 25: ... The mean for each item was calculated and a z-statistic was used to determine which of the ten survey items showed a significant difference from prequestionnaire to postquestionnaire. Table1 displays z-test results for each of the ten matched items. These findings indicate that there was a significant difference in the perceptions students had about their algebraic abilities after completing the elementary algebra course for items 1, 2, 3, 5, and 9.... In PAGE 25: ... The qualitative findings demonstrate the students apos; perceptions of the quality of instruction they received regarding algebraic word problems. The essay question asked students to describe the aspects of instruction that they felt were the most effective for them both before and after the course (see Table1 ). One particularly interesting similarity in the responses to the essay question for both the prequestionnaire and postquestionnaire was the instructor using many examples and using a step by step methodology for each type of word problem.... In PAGE 35: ... They are summarized in Table 1. Table1 : Keys to Effective Listening Techniques 1. Find areas of interest.... In PAGE 58: ... The first is that after only a few weeks of class, it apos;s not like pulling teeth to get students to write. Table1 shows how the volume of writing increases over the course of the semester. For the draft handed in the first week of September, the classes averaged 638 words per paper.... In PAGE 58: ... One month later, that average had only climbed approximately two and a half percent. By the end of the fourteenth week of class, however, the average length of drafts for both classes had almost doubled! Table1 : Volume of Writing Over the Semester ... In PAGE 67: ...ncreased from 0.3% to 5.6%, and the percent of mature students rose from 41.0% to 51.5% (see Table 1). Table1 : Sheffield Hallam University Student Profile 1989-90 and 1994-95 Group 1989-90 1994-95 African American Students 5.4%, 845 9.... In PAGE 79: ... The question we wanted to address with this study was what impact the course had on students apos; GPAs and retention at the university. A summary of the data for students who entered the University of Texas in the Fall Semester, 1990 is presented in Table1 . The most dramatic data appear in the fifth-year follow-up statistics.... ..."

"... In PAGE 13: ... z This includes announcements regarding homework, tool-based assign- ments, project guidelines, presentation guidelines, and evaluation reports. Table5 shows the time devoted to formal presentations during the two semesters. In all a total of about 38% of the class time was devoted to the project.... ..."