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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN Druckformat: 1072-8325
ISSN Online: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v12.i1.10
pages 1-9

THE EFFECTIVENESS OF SUPPLEMENTAL INSTRUCTION AND TECHNOLOGY IN INCREASING STUDENT PERFORMANCE IN MATHEMATICS

Angela Peters
Claflin University
Daryoush Mani
Department of Chemistry, 400 Magnolia Street, Claflin University, Orangeburg, SC, 29115
Sumithran Rasathurai
Department of Chemistry, 400 Magnolia Street, Claflin University, Orangeburg, SC, 29115
Monica Greene
Department of Chemistry, 400 Magnolia Street, Claflin University, Orangeburg, SC, 29115

ABSTRAKT

Supplemental Instruction (SI) coupled with mathematics software (Thinkwell, Inc.) increased student performance in high-risk mathematics courses at Claflin University. We tailored the typical SI model to fit the diverse learning styles of our students. Failure rates, including withdrawal, in College Algebra and Pre-Calculus were extremely high (57% and 51 %, respectively). The majority of these withdrawals occurred after students received their mid-term examination results. Low achievers in science, engineering, and mathematics (SEM) changed their majors; hence, retention and graduation rates could ultimately be affected. We supplemented the class lecture with SI sessions in the evening and Math Lab during the day. Students learned mathematical steps to solve problems and process equations so that they could master any exam or homework. The overall failure rates began to drop by 40%. We found it interesting that students who attended SI in these courses applied the learned strategies to upper-level mathematics courses and passed them at a higher rate than their colleagues who did not participate in SI.


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