A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 37
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significance recorded between participants who were either taking the course
for the first time or repeating nor in non-participants who were enrolled for
the first or a subsequent time. Two explanations may be made from this
information: previous enrollment alone in the course did not give students a
significant advantage, and SI was a factor in achieving a "leveling effect".
Complete statistical documentation may be found in Appendix B.
Statistics for test 5 showed a difference between participants and non-
participants statistically significant at the .01 level.
Table 10.
Comparison of Participant and Non-Participant Groups on Unit 5 Test
Source Sum of Sqr. DF Var. Est. F-Ratio Prob. F
Among 33.28.87 1 3328.87 8.9568*** 0.0040
Within 22299.52 60 371.66
Total 25628.39 61
*** p <.01
Group N Mean Std. Dev.
1 - Participants 33 83.03 15.87
2 - Non-Participants 29 6834 22.55
ES= .651 /3= .2578 1-/3= .7422
No significant difference was found when comparing test scores of
traditional with non-traditional participants and non-participants. A pairwise
comparison of traditional age participants and non-participants revealed a
difference at the .01 level of significance. A comparison between non-
traditional participants and non-participants was irrelevant due to the fact
that all traditional students were participants at this time.
No significance was found when comparing means of male and female
participants, male and female non-participants, or when comparing male
participants and non-participants. A significance at the .01 level was found
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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/m1/46/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .