A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 69
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69
believed by this researcher that what happens in this period affected future
learning. The dip of unreinforced learning may cause the student to believe
that no knowledge has truly taken place. This event may take place after the
completion of one lesson and prior to the next learning intake. Most often it
occurs again prior to a test when students are attempting to organize and
summarize information. It may be during this period that developmental
students can benefit most from reinforcement. It is believed that they
initially seek to have the material retaught or answers provided. It was the
practice in the SI sessions, when this occurred, to refrain from giving
answers or reexplaining procedures but rather to have the uncertain student
explain procedures or hypothesize answers. The practice appeared to move
the student out of the regression dip and on to a higher level of confidence.
This seemed to have a continuing effect in that in subsequent situations the
dip was slighter and movement out came quicker.
Figure 1.
Reinforcement Learning Diagram
J
assimilation
plateau
▼
reinforced
learning
new information
intake
information
intake
The data collected as a result of this study is broad in scope. Both
quantitative and qualitative aspects have hinted of possible generalizable
truths. The limited sample size, the short time frame of the study, and the
absence of consistent practices in areas of content presentation and testing
practices make it difficult to draw firm conclusions. It becomes the task of this
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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/m1/78/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .