A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 61
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61
The grade distribution for final course grades shows no significance
difference between participant and non-participant groups.
Table 23.
Grade Distribution for Second Supplemental Instruction Group
A B C D F W
SI Participants 0 2 1 5 0 2
Non-Participants 5 7 10 12 4 8
X =4.2283 df = 5 Prob.=0.5170
It was observed that although none of the participants made an "A" as a final
course grade, no participant received an "F". The instructor did claim that the
overall class performance was higher than that in previous classes, but this
cannot be verified or attributed to Supplemental Instruction.
No significant difference was found in the area of course retention.
Two of the ten (20.0%) participants withdrew compared to eight of the forty-
six (17.4%) non-participants. The small sample size in the second setting and
the differences in instructor and leader habits reinforce the need for
additional studies in relation to sample size, instructor effect, and leader effect.
The two classes whose statistics are reported provided very different
settings in terms of structure of the class, SI leader characteristics, and
instructor characteristics and practices. It is believed that the benefit from
the apparently contradictory findings would be to isolate the variables and
conduct additional studies.
Supplemental Instruction - Observation Summary
Observation of the procedures followed in SI study sessions provided
additional insights. The characteristics and habits of the group constantly
changed during the semester. Often the topics under study in the class
affected group behavior, attitudes, and coping methods.
The initial participants in Supplemental Instruction had certain
characteristics. In the area of gender, the percentages of participants and
non-participants reflected the proportionate class composition of 58.9% males
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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/m1/70/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .