A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 62
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and 41.1% females. The participant group was composed of 10.3% males and
8.4% females; non-participant composition was 48.6% males and 32.7% females.
Participants tended to be students who were aware that they were weak
and were seeking help. For some, there was virtually no solid mathematical
base from which to work.
Participatory learning was not quickly embraced. The participants
were initially very reluctant to contribute to the study sessions. They not only
had difficulty in expressing concepts to each other but to the leader as well;
open-ended questions were frequently left open. The developmental students
were not comfortable in being asked to examine cognitive processes or to
contribute to a discussion concerning mathematical content or process. One
factor in the degree of success of the SI program was speculated to be the
degree to which students were active, participant learners in the study
sessions. In a continuum ranging from passive learning (being shown
process and told answers) to active learning (facilitated discovery of solution
and opportunities to verbalize processes), the degree of success that the
developmental students experienced appeared to be dependent upon their
position on the continuum.
After one month, the initial reluctance of the regular participants
towards verbal responses had changed. In the "safe" environment of the
study sessions, students began to feel comfortable in asking questions. This
same rise in questioning began to be evident in the classroom setting.
Initially there was no observed questioning by students; only three students
were noted to make delayed responses when the instructor asked questions of
the class. After seven weeks, students who were participating in the SI study
sessions began infrequent questioning in class concerning the instructor's
procedures; the questions related to alternate methods of problem solutions.
Their frequency of response to instructor questions, however, did not
increase.
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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/m1/71/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .