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A Study Of The Effectiveness Of Supplemental Instruction On Developmental Math Students In Higher Education
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Book Synopsis A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education by : Jan Ellen Stephens
Download or read book A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education written by Jan Ellen Stephens and published by . This book was released on 1995 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effectiveness of Supplemental Instruction for Developmental Level Math in a University Setting by : Richard Feinn
Download or read book Effectiveness of Supplemental Instruction for Developmental Level Math in a University Setting written by Richard Feinn and published by . This book was released on 2004 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Marion E. Stone Publisher :First-Year Experience and Students in Transition University of South Carolina ISBN 13 : Total Pages :124 pages Book Rating :4.3/5 (91 download)
Book Synopsis Supplemental Instruction by : Marion E. Stone
Download or read book Supplemental Instruction written by Marion E. Stone and published by First-Year Experience and Students in Transition University of South Carolina. This book was released on 2008 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph describes Supplemental Instruction, a student assistance program designed to improve the academic success of college freshmen based on the idea that if students are not being successful in courses then perhaps colleges should change the way courses are taught. Supplemental Instruction (SI) utilizes regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information. SI does not identify high-risk students but rather identifies high-risk classes. The first edition was reprinted with minor revisions a year after its initial release, however, this third edition offers an opportunity to explore the subsequent progression of SI and serve as a practical resource for educators seeking to implement a new program or revamp an existing one. The monograph beings with the: Introduction: "Thirty-Five Years of Supplemental Instruction: Reflections on Study Groups and Student Learning." (F, Kim Wilcox and Glen Jacobs). Next follow nine chapters. The first chapter presents the "Basic Supplemental Instruction Model." (Maureen Hurley and Melinda Gilbert). Chapter 2 explains "Research on the Effectiveness of Supplemental Instruction." (Maureen Hurley and Melinda Gilbert). Chapter 3 explains "Theoretical Frameworks That Inform the Supplemental Instruction Model." (Sandra Zerger). Chapter 4 looks at "Implementing a New Supplemental Instruction Program." (F. Kim Wilcox). Chapter 5 explores "Recruiting and Training Supplemental Instruction Leaders." (Amelia McDaniel). Chapter 6 presents "Strategies for Adapting Supplemental Instruction to Specific Academic Disciplines." (Sandra Zerger). Chapter 7 offers "Video-Based Supplemental Instruction." (Maureen Hurley, Kay Patterson, Sonny Painter, Jennifer Carnicom). Chapter 8 presents "Supplemental Instruction: International Adaptations and Future Directions." (Glen Jacobs, M. Lisa Stout, Marion E. Stone). The last chapter provides the Epilogue: "Concluding the First 35 Years." (Amelia McDaniel). The monograph also includes a Foreword by Glen Jacobs and Marion E. Stone and a section about the contributors. The following are appended: (1) Glossary of Terms; and (2) Selected Annotated Bibliography for Supplemental Instruction. [Individual chapters contain notes and/or references. For "Supplemental Instruction: Improving First-Year Student Success in High-Risk Courses. The Freshman Year Experience: Monograph Series Number 7," see ED354839. This monograph was co-sponsored with the International Center for SI, University of Missouri-Kansas City.].
Book Synopsis DOES MANDATORY SUPPLEMENTAL INSTRUCTION WORK IN DEVELOPMENTAL MATH EDUCATION? A STUDY OF STUDENTS ENROLLED IN DEVELOPMENTAL MATH COURSES AT A SUBURBAN COMMUNITY COLLEGE IN THE NORTHEAST by : Kristina Corey Legge
Download or read book DOES MANDATORY SUPPLEMENTAL INSTRUCTION WORK IN DEVELOPMENTAL MATH EDUCATION? A STUDY OF STUDENTS ENROLLED IN DEVELOPMENTAL MATH COURSES AT A SUBURBAN COMMUNITY COLLEGE IN THE NORTHEAST written by Kristina Corey Legge and published by . This book was released on 2010 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of students entering the community college in need of developmental math has not changed, remaining at a steady 60% over the past seven years. This study compared the success rate of Mandatory Supplemental Instruction (MSI) sessions within four sections of a developmental math course compared with the success rates of students enrolled in both the Traditional Classroom setting and the Individualized format at Suburban Community College (SCC) during the Fall 2009 semester. These MSI format courses were compared with both the Individualized format of MAT 060 and the Traditional Classroom format of the same course. The students included in these sections were a combination of students who were: 1) suggested by advisors to enroll in this developmental math course after receiving a low score on the college's Accuplacer placement test for algebra or continuing the progression of developmental math from the lower level arithmetic class; 2) mandated to attend MSI after successful completion of the Jump Start Math Program, or 3) self-selected into the MSI group anticipating the need for additional help in the course. The two primary data sets available for this study are student math final grades and student participation/attendance records. Secondary sets of data include informal focus group notes, final exam scores, student attendance records for both class lectures and MSI sessions, and Supplemental Instruction Leader anecdotal records. The findings of this study conclude that success rates of students enrolled in the MSI sections of developmental math do not differ significantly from those enrolled in the Traditional Classroom format of developmental math; however, both groups did differ significantly from the Individualized format of developmental math, in that the students enrolled in the Individualized format succeeded at a lesser rate and withdrew at a greater rate than their MSI or Traditional Classroom counterparts. This study also concluded that female, full-time students succeeded at a greater rate across the board, which is consistent with the literature. These findings were significant for a number of reasons. Although the difference between the treatment group and the Traditional Classroom group was not significant, there are a variety of reasons at the program level as to why this may have been so and there are many future constructs that SCC can put in place to strengthen and reassess the MSI program. Although this study was focused on the MSI treatment, the data revealed a greater issue existing in the Individualized format of developmental math at SCC. Future considerations can be made in this particular delivery method to improve success rates of students involved in this program. Future research on MSI in the form of persistence and retention rates, graduation rates, transfer rates, subsequent math course grades and success in other college-level classes can be explored to provide the MSI program with more data to determine if particular groups of students are benefiting from this format.
Book Synopsis A Program Evaluation of Supplemental Instruction for Developmental Mathematics at a Community College in Virginia by : Marilyn Lawson Peacock
Download or read book A Program Evaluation of Supplemental Instruction for Developmental Mathematics at a Community College in Virginia written by Marilyn Lawson Peacock and published by . This book was released on 2008 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Publisher :First-Year Experience and Students in Transition University of South Carolina ISBN 13 : Total Pages :220 pages Book Rating :4.3/5 (91 download)
Download or read book Developmental Education written by and published by First-Year Experience and Students in Transition University of South Carolina. This book was released on 1998 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 16 chapters of this volume describe a wide variety of developmental programs intended to promote skill development and enhance academic performance for high-risk students at all levels of higher education. Following an introductory chapter by the editors, the chapters are: (1) "The Origin, Scope, and Outcomes of Developmental Education in the 20th Century" (Hunter R. Boylan and D. Patrick Saxon); (2) "Who Belongs in College: A Second Look" (Carlette J. Hardin); (3) "Transitions in Developmental Education: Interviews with Hunter Boylan and David Arendale" (Cheryl B. Stratton); (4) "Remedial/Developmental Education: Past, Present, and Future" (Milton G. Spann, Jr. and Suella McCrimmon); (5) "Provisionally Admitted College Students: Do They Belong in a Research University?" (Don T. Garnett and M.V. Hood III); (6) "Transitions in Developmental Education at the University of Georgia" (Jeanne L. Higbee and Patricia L. Dwinell); (7) "Developmental Education at a Public Research University" (Catherine Wambach and Robert delMas); (8) "A Charge to Developmental Educators: Ignite the Spark" (Rita Klein et al.); (9) "The Impact of a Course in Strategic Learning on the Long-Term Retention of College Students" (Claire E. Weinstein et al.); (10) "Integrating Critical Thinking into the Developmental Curriculum" (Linda Best); (11) "Metacognition: Facilitating Academic Success" (Cynthia M. Craig); (12) "Student Beliefs, Learning Theories, and Developmental Mathematics: New Challenges in Preparing Successful College Students" (Irene Mary Duranczyk and Joanne Caniglia); (13)"Mainstreaming Basic Writers: Chronicling the Debate" (Mary P. Deming); (14) "A Commentary on the Current State of Developmental Reading Programs" (Martha Maxwell); (15) "Establishing Personal Management Training in Developmental Education and First-Year Curricula" (Robert Nelson); and (16) "Increasing Efficiency and Effectiveness of Learning for Freshman College Students through Supplemental Instruction" (David Arendale). A concluding chapter is by the editors. (Individual chapters contain references.) (DB)
Book Synopsis Journal of Developmental Education by :
Download or read book Journal of Developmental Education written by and published by . This book was released on 2002 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effectiveness of Supplemental Instruction for Developmental Level Math in a University Setting by : Richard Feinn
Download or read book Effectiveness of Supplemental Instruction for Developmental Level Math in a University Setting written by Richard Feinn and published by . This book was released on 2004 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Supplemental Instruction by : Deanna C. Martin
Download or read book Supplemental Instruction written by Deanna C. Martin and published by . This book was released on 1994 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supplemental Instruction (SI) offers educators a nonremedial, cost-effective approach to tackling student retention and performance problems at the first-year student level through graduate school. SI originated in 1973 in response to the question: How do we retain our students, including those who are underprepared, without lowering academic standards, inflating grades, or spAnding extra money? The answer emerged in a course-specific, collaborative learning model that identified high-risk courses instead of high-risk students. A decade later the U.S. Department of Education designated Supplemental Instruction as an Exemplary Educational Program and has since provided funds to disseminate SI nationally. The department certifies that SI participants earn higher course grades and graduate in greater numbers despite differences in entry level scores, prior performance, race or ethnicity. The collection of chapters in this volume represents a sampling of the exciting work that practitioners in the field are doing. This is the 60th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
Book Synopsis Effectiveness of Remedial Mathematics Supplemental Instruction by : Bakary Sagna
Download or read book Effectiveness of Remedial Mathematics Supplemental Instruction written by Bakary Sagna and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' mean scores difference on the post-test were higher in 62.5% of the sections than on the pre-test. The evaluation of achievement on both tests, the responses to the questionnaire and comments from students showed that SI leader's characteristics associated to effective communication/active learning, teaching skills, and personal traits could be contributor to score achievements. The linear regression in the study shows that the three factors did not significantly predict the post-test score. However, the pre-test did significantly predict the post-test score in a remedial Math 20 at the end of the semester (Beta = .47, t (197) = 6.56, p
Book Synopsis Supplemental Instruction by : Abbas Strømmen-Bakhtiar
Download or read book Supplemental Instruction written by Abbas Strømmen-Bakhtiar and published by Waxmann Verlag. This book was released on 2021-03-30 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book examines different aspects of SI in organizations and leadership, including surveys of Supplemental Instruction programs in Europe, how SI sessions should be organized, the degree to which SI improves retention rates and exam results, SI and learning leadership and leadership development, benefits of being a member of an SI team and employability, SI implementation in healthcare education and virtual students’ attitudes towards SI online. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Student Learning Processes”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.
Book Synopsis Supplemental Instruction in a Community College Developmental Mathematics Curriculum by : Teri Rysz
Download or read book Supplemental Instruction in a Community College Developmental Mathematics Curriculum written by Teri Rysz and published by . This book was released on 2005 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Supplemental Instruction in a Community College Developmental Mathematics Curriculum by : Julie Meer Phelps
Download or read book Supplemental Instruction in a Community College Developmental Mathematics Curriculum written by Julie Meer Phelps and published by . This book was released on 2005 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting.
Book Synopsis One-on-one Supplemental Instruction in Conjunction with Developmental Mathematics Education Courses in the Community College by : Farrah O'Neill Pacheco
Download or read book One-on-one Supplemental Instruction in Conjunction with Developmental Mathematics Education Courses in the Community College written by Farrah O'Neill Pacheco and published by . This book was released on 2012 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effectiveness of Supplemental Instruction and Online Homework in First-semester Calculus by : Bibi Rabia Khan
Download or read book The Effectiveness of Supplemental Instruction and Online Homework in First-semester Calculus written by Bibi Rabia Khan and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate whether supplemental instruction and online homework can improve student performance and understanding in a first-semester calculus course at a large urban four-year college. The study examined the metacognitive and study skills and posttest scores of students. The study also focused on students' and instructor's perception and experiences of supplemental instruction and online homework using WebAssign. The study used a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) to reveal any significant differences in metacognitive and study strategies between students in a class with supplemental instruction/online homework and students in a traditional class. Students' scores on their final examination were analyzed to reveal the effect of mathematical achievement between the control and experimental groups. Surveys and interviews were utilized to provide anecdotal evidence as to the overall effectiveness of the online homework management system and supplemental instruction.
Book Synopsis Why Do I Need to Know Math? by : Doug Sherman
Download or read book Why Do I Need to Know Math? written by Doug Sherman and published by . This book was released on 2015 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many students enter college unprepared for the study of mathematics and other subjects that require a strong math background. As a result, students have difficulty applying math concepts in non-math courses and frequently ask the question “Why do I need to know math?” Institutions of higher education must find ways to support these students in order to improve retention and graduation rates. In this study, an instructional intervention called Supplemental Instruction (SI) is used to help students to link the application of math concepts to their chosen discipline of study. SI is a tutoring approach that targets at-risk courses versus at-risk students; removing the remedial stigma experienced by many at-risk students. SI programs consist of voluntary tutoring sessions that occur weekly throughout an academic term and are facilitated by an SI Leader. This SI Leader is an expert in the topic area covered by the SI program and also attends all classes with the enrolled students. This study employed a qualitative research approach designed to capture an understanding of the lived experiences of engineering technology students who participate in a SI program focused on connecting important math concepts to complex engineering applications. This Interpretive Phenomenological Analysis study incorporated the use of individual interviews to collect rich data capturing the lived experiences of the participants. The qualitative data collected and analyzed sheds light on the experiences of students who have participated in this SI program.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309496624 Total Pages :123 pages Book Rating :4.3/5 (94 download)
Book Synopsis Increasing Student Success in Developmental Mathematics by : National Academies of Sciences, Engineering, and Medicine
Download or read book Increasing Student Success in Developmental Mathematics written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-12-18 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
