A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 45
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the study sessions, and on the campus were used to document opinions, beliefs,
and behavior patterns. It is recognized by this researcher that the
information presented through this medium is subject to individual
interpretation and that there is always the possibility of unintentional bias.
The first survey was given to students at the beginning of the course;
one question asked for the degree of interest that students had in the
Supplemental Instruction program, and the remainder attempted to establish
the degree to which the students felt that others as well as themselves sought
help.
Table 17.
Results of Survey of Interest Level in Supplemental Instruction Participation
High interest Medium interest Low interest
60.5% 27.6% 11.9%
A summary of the questions relating to seeking assistance revealed that a
majority of students believe that academic assistance is sought about half the
time, but they only seek this assistance "sometimes". Friends or peers were
the primary source of assistance with course instructors a close second.
Surveyed students indicated a strong belief that they affect their own
achievement, and most planned to enlist more assistance than they actually
did. A complete summary of this survey may be found in appendix B.
In the survey that was given with each unit test, students were asked to
rate their level of preparation for the particular test, to estimate the amount of
time spent in preparation, to estimate how far in advance of the test that study
began, to indicate sources used in preparation, and to rate the test both in
difficulty and expected content. The findings in all cases were consistent. A
generalization of the summaries across the five units revealed a medium to low
level of preparation, the time spent in preparation was one to two hours and
this was done the day before the test. There was no difference in preparation
when the test had a one or two week lead time. Respondents indicated that the
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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/m1/54/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .