Analysis of effectiveness of supplemental instruction (SI) sessions for college algebra, calculus, and statistics

1996 ◽  
pp. 145-154 ◽  
Author(s):  
Sandra Burmeister ◽  
Patricia Kenney ◽  
Doris Nice
Keyword(s):  
Supplemental Instruction ◽  
College Algebra

Supplemental instruction sessions in college algebra and calculus

1994 ◽  
Vol 1994 (60) ◽  
pp. 53-61 ◽  
Author(s):  
Sandra L. Burmeister ◽  
Jeanne M. Carter ◽  
Lynn R. Hockenberger ◽  
Patricia Ann Kenney ◽  
Ann McLaren ◽  
...  
Keyword(s):  
Supplemental Instruction ◽  
College Algebra

scholarly journals Promoting Proactive Behavior through Motivation: Required Math Lab Hours Case

2019 ◽  
Vol 6 (1) ◽  
pp. 110
Author(s):  
Rachid Ait Maalem Lahcen ◽  
Ram Mohapatra
Keyword(s):  
Large Class ◽  
Supplemental Instruction ◽  
Wait Time ◽  
College Algebra ◽  
Colleges And Universities ◽  
Proactive Behavior ◽  
Final Exam ◽  
Class Meeting ◽  
Computer Lab ◽  
Algebra Students

Requiring that students enrolled in college algebra to spend hours in a computer lab has been a practice in colleges and universities to improve success and retention. In part, because students come with different backgrounds, skills, and the computer lab environment allows for personalized supplemental instruction and tutoring. However, the way this practice may cause problems among students. Prior to this study, we realized that college algebra students are not pleased with having to wait outside the lab to get in and have to spend three hours per week to a receive a small credit. The wait time is due to the limited lab capacity that cannot house a large number of students when they visit at the last minute or right after a large class meeting. Hence, we attempted to stimulate a proactive behavior of visiting the lab early in the week through offering an incentive. It entails reducing the number of lab hours for the same credit after achieving a certain mastery. The results show that the students responded well to the modification. The final exam mean test shows that the modification was an improvement.

scholarly journals Teaching College Algebra and Trigonometry with Supplemental Instruction at a Community College

2020 ◽  
Author(s):  
Paul Chanley ◽  
Michael Pelletier ◽  
Linda Desjardins ◽  
Lori Heymans
Keyword(s):  
Community College ◽  
Supplemental Instruction ◽  
College Algebra ◽  
Teaching College

scholarly journals Instituting a Summer Supplemental Instruction Program

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
David Marling ◽  
Barbara Bradford
Keyword(s):  
General Chemistry ◽  
Supplemental Instruction ◽  
College Algebra ◽  
Pilot Program ◽  
American Government ◽  
North Texas ◽  
University Of North Texas ◽  
The University ◽  
Better Than

Supplemental instruction, a peer facilitated retention progam, was introduced at the University of North Texas in the summer of 1999. Several class sections, in which at least one third of the class traditionally receive "Ds," "Fs," or "Ws" (withdrawal from the class), were targeted for this pilot program. These courses included college algebra, general chemistry, animal biology and American government. The results indicated that 83% of the students attending supplemental instruction received a grade of "C" or better. Conversely, only 64% of those who did not attend received better than a "C". In addition, of the 44 students who withdrew from these classes, only 11% (five students) were supplemental instruction participants. These findings indicate that supplemental instruction is a valid retention program at the University of North Texas.

Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities

2021 ◽  
pp. 002221942199984
Author(s):  
Cheryl Varghese ◽  
Mary Bratsch-Hines ◽  
Heather Aiken ◽  
Lynne Vernon-Feagans
Keyword(s):  
At Risk ◽  
Reading Instruction ◽  
Word Reading ◽  
Literacy Coaching ◽  
Supplemental Instruction ◽  
Development Program ◽  
Intervention Fidelity ◽  
Students At Risk ◽  
Oral Vocabulary ◽  
Second Year

Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program with embedded student intervention and weekly webcam literacy coaching support, was related to spring reading and oral vocabulary gains for students at risk for reading-related disabilities. The study also examined whether teachers’ years of participation in TRI (1 year vs 2 years) moderated associations between intervention fidelity and students’ reading and oral vocabulary outcomes. Findings suggested that teachers’ adherence to TRI strategies was directly associated with students’ vocabulary gains as well as word reading skills for teachers in their second year of participation. Furthermore, when teachers provided students with more TRI exposure during their second year of participation, students made greater gains in word reading and reading comprehension.

College Algebra.

1958 ◽  
Vol 65 (10) ◽  
pp. 784
Author(s):  
James H. Mckay ◽  
Henry L. Rietz ◽  
Arthur R. Crathorne ◽  
J. William Peters
Keyword(s):  
College Algebra
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