A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 54
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54
students might also have accounted in part for this increase in student
participation.
One topic covered in the study sessions during this period that provided
ethnographic information was that of word problems. This topic again
produced a freeze effect initially in the students. They expressed a surety that
they had never been able and would continue to be unable to reach solutions.
The leader was instrumental in coaxing the participants to make attempts by
first allowing students to verbalize their perceptions of the problem and
discuss various methods utilized for solutions. Word problems were gradually
attempted by the SI participants. This was a lengthy process but one that
appeared to provide a confidence towards effort. Observations demonstrating a
difference in approaches were made in both participants and non-
participants. Participants, who had initially avoided these problems, gradually
began to draw diagrams, write formulas, or otherwise list information that
they knew about problem relationships. The first steps of being able to
formulate problem equations were being taken. Again, the process of
different approaches to the problems was stressed. The teaching assistant who
graded the papers for this class stated to the researcher that she made it a
practice to always grade one word problem in the four usually chosen for a
homework grade. Some students never made any attempt at these. An
examination of homework papers revealed that these habitual avoiders were
not SI participants. The participants did not balk at attempting an effort even
though problems were not always completed, and partial credit was not given
for incomplete solutions.
Test #3 was given 2 1/2 weeks after completion of the unit and after
spring break. Students were tested over the concepts relating to linear
equations in two variables, properties and graphs of straight lines, graphing
linear inequalities, and the solution of systems of equations by graphing,
substitution, and linear combinations.
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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/m1/63/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .