Abstract
This dissertation used an action research approach to examine how to improve learning opportunities for students enrolled in academic support courses at Brigham Young University-Idaho (BYU-Idaho). This study focuses on three areas related to teaching and learning: (a) the degree to which knowledge retention is improved through quizzes at delayed intervals following instruction, (b) examining curricula and instruction to achieve engagement in academic support writing courses, and (c) the effect of college academic support courses on students' self-efficacy and achievement. Participants in this research were enrolled in academic support courses at BYU-Idaho.