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Journal of Women and Minorities in Science and Engineering

Published 6 issues per year

ISSN Print: 1072-8325

ISSN Online: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

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

Volume 12, Issue 1, 2006, pp. 1-9
DOI: 10.1615/JWomenMinorScienEng.v12.i1.10
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ABSTRACT

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.

CITED BY
  1. Packard Becky Wai-Ling, Gagnon Janelle L., Senas Arleen J., Navigating Community College Transfer in Science, Technical, Engineering, and Mathematics Fields, Community College Journal of Research and Practice, 36, 9, 2012. Crossref

  2. Peters Angela W., Tisdale Verlie A., Paradigm Shift: Infusing Research into Teaching and Learning at Claflin University, in Infusing Undergraduate Research into Historically Black Colleges and Universities Curricula, 17, 2015. Crossref

  3. Peters Angela W., Tisdale Verlie A., Swinton Derrick J., High-impact Educational Practices that Promote Student Achievement in STEM, in Broadening Participation in STEM, 22, 2019. Crossref

  4. Peters Angela W., Biochemistry and Leadership in Academic Affairs: When Inspiration Touches the Heart, in African American Chemists: Academia, Industry, and Social Entrepreneurship, 1381, 2021. Crossref

Forthcoming Articles

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