A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 5
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Research Hypotheses
1) Students who participate in the Supplemental Instruction program
will score significantly higher on each of six course tests and on the final
course grade than students who do not.
2) Students engaging in a high degree of participation in the
Supplemental Instruction program will score significantly higher on each of
six tests than students who engage in a low degree of participation.
3) A significantly higher participation rate in the Supplemental
Instruction program will be found among non-traditional (age twenty-three
and over) students than among traditional-age (under twenty-three) students.
4) A significantly higher course completion rate will be found among
students who are participants in the Supplemental Instruction program than
among students who are not.
Significance of the Study
No studies have examined the implementation of the Supplemental
Instruction program with developmental students in higher education.
Mathematics is the area with the lowest pass rate among the three areas tested
as evidenced by results from the 37th administration, in February 1994, of the
Texas Academic Skills Program (TASP) Test. Reports showed that 33% of the
students did not make the passing score of 220, and 86.9% failed to attain a
score of 270 which is the recommended minimum for enrollment in the first
on-level college algebra class. Steps need to be taken to assist students in
attaining skills necessary for their success.
This study is significant in that it was designed to:
1. Determine whether Supplemental Instruction was an effective
program for improving achievement in developmental mathematics.
2. Investigate whether effectiveness, if found, was restricted to any
particular age or gender group.
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Stephens, Jan (Jan Ellen). A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education, dissertation, May 1995; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc279019/m1/14/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .