A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 59
This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided to UNT Digital Library by the UNT Libraries.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
59
53.8% stating that they had received help and 46.2% stating that they had not.
It is believed that varying perceptions as to the exact nature of "help" could
account for this variation in percentages. The researcher frequently
observed participant students helping non-participant students with
uncompleted homework prior to class. In some instances participant students
copied practice tests for non-participant students, yet they did not consider
that they had helped the latter since they had offered no problem solving
assistance.
When asked to give reasons for non-attendance, a majority of the non-
participants (53.8%) stated that the session times did not fit their schedule.
Another group (30.8%) admitted that they simply did not take the time to
attend. The third grouping (15.4%) felt they did not need the extra help.
When asked whether they would do things differently if the semester were
repeated, 66.7% responded in the affirmative.
After this study was approved, the decision was made by the university
to add a second developmental math class to its retention efforts. It was not
possible because of conflicting times to observe in that setting to a degree
equivalent to this study. The similarities and differences are noted for
implications for future study.
The second class was the smallest section offered with an initial
enrollment of fifty-six (56) students. The instructor was a female who was
rated by the students 1.50 on a Likert scale survey conducted at the end of the
course (1-easy, 5-difficult). Students stated that she explained things in ways
that were easy to understand, and she was available for extra help. Make-up
tests were allowed, and homework was accepted late with permission. The
highest ten homework grades were used for a homework average; the lowest
test grade was dropped.
The SI leader in this setting used a more tutorial approach and
frequently was observed explaining and giving answers rather than
Upcoming Pages
Here’s what’s next.
Search Inside
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
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/m1/68/?rotate=270: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .