A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 82
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significance with respect to Supplemental Instruction of instructors whose
tests require evaluation, synthesis, or some higher level of application of
course material than was covered in class.
Recommendations for Future Research
This study was unique in that it examined the effects of Supplemental
Instruction in a developmental setting; it moved outside the traditional
guidelines for examining statistical significance by looking at individual test
blocks within the overall study. It is only the first of many that are needed in
order to ascertain if the hints of significance found here hold true and are
generalizable to the developmental population overall.
Future studies are needed to examine a generalizable pattern of
significance in developmental classes.
The study did not evaluate the effects of the instructor nor of the leader,
but a strong realization of the need was reinforced due to the dissimilar nature
of the two leaders and instructors mentioned in this study. It is suggested that
a study involving a larger sample and multiple instructors be conducted.
Further studies are suggested in the area of leader evaluation. It is critical
that the mathematics leader not revert to the practice of becoming a mini-
professor who merely reteaches the lesson. If that occurs, then the SI sessions
lose their uniqueness.
Additional studies may verify or dispute the importance of verbalization
in problem-solving for improvement in mathematics achievement in females.
Studies involving the establishment of a covariate in the form of prior
knowledge, intelligence, motivation, or pretest scores would be valuable since
this study did not control for any of these variables.
Since many mathematics classes have computer labs available in
conjunction with course requirements, the effects of Supplemental
Instruction in conjuction with computer assisted instruction merits study.
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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/m1/91/?rotate=270: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .