A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 71
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:
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Hypothesis Findings
The findings in this study of the effects of Supplemental Instruction
(SI) between participant (experimental) and non-participant (control) groups
uphold findings from previous investigations of the program itself and raised
other questions to be investigated in future studies of developmental math
students. These findings may be divided into two primary areas: those
documented by statistical evidence and those conclusions reached by the
researcher through observations and interviews.
Quantitative Findings
Hypothesis #1 - A higher test average on each of six tests will be found
in students participating in the Supplemental Instruction program from those
who do not.
Table 24.
Summary of Significance over Test Blocks
Participant Non-Participant Significance
Mean Mean
Test #1 67.80 (n =20) 66.31 (12=87) —
Test #2 78.97 (n=30) 74.34 (12=53) —
Test #3 69.00 (n =35) 59.03 (12=40) p <.10
Test #4 84.13 (n=30) 54.02 (12=41) p <.01
Test #5 83.03 (n=33) 68.34 (n=29) p <.01
Final Exam 68.77 (n =30) 51.35 (n=20) p <.01
No significant difference between participant and non-participant
groups was found on the first two unit tests; insufficient significance was
71
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/m1/80/?rotate=90: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .