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This study was designed to examine the effectiveness of Web Based Tutorials (WBTs) and the correlation between students’ self efficacy score for self regulated learning and their learning performance using WBTs. Participants were graduate students (N = 14) enrolled in a statistics course during a single semester. The results of this study showed that WBTs were effective for learning statistics concepts. However, there was no correlation between students’ self efficacy score for self regulated learning and their learning performance using WBTs. Additional investigation showed that the classroom instruction mode was more effective than the WBT instruction.

STUDY OF THE EFFECTIVENESS OF WEB-BASED TUTORIALS AND THE RELATIONSHIP BETWEEN SELF REGULATED LEARNING AND LEARNING PERFORMANCE USING WEB-BASED TUTORIALS