Assessing (i) the relationship between students' science background knowledge and their performance in an introductory level chemistry course and (ii) the impact of peer-led team learning on academic and transferrable skills of undergraduate chemistry students

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dc.AdvisorMcKnight, Noveletteen_US
dc.DateSubmitted2014
dc.DegreeTypeMaster of Philosophyen_US
dc.DepartmentDepartment of Chemistryen_US
dc.FacultyFaculty of Science and Technologyen_US
dc.InstitutionUniversity of the West Indies (Mona, Jamaica)en_US
dc.LCCallNumberQD40 .M55 2015en_US
dc.contributor.authorMiller, Imron Roy
dc.date.accessioned2018-10-11T12:08:55Z
dc.date.available2018-10-11T12:08:55Z
dc.identifier.urihttps://hdl.handle.net/2139/46047
dc.rightsPlease contact the West Indies and Special Collections at the University of the West Indies, Mona in order to view the full thesis. Contact: wisc.library@uwimona.edu.jmen_US
dc.subject.lcshChemistry -- Study and teaching (Higher) -- Jamaicaen_US
dc.subject.lcshPeer-group tutoring of studentsen_US
dc.subject.lcshStudents -- Attitudesen_US
dc.subject.lcshAcademic achievementen_US
dc.titleAssessing (i) the relationship between students' science background knowledge and their performance in an introductory level chemistry course and (ii) the impact of peer-led team learning on academic and transferrable skills of undergraduate chemistry studentsen_US
dc.typeThesisen_US

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