An incentivized early remediation program in Calculus I

Vandenbussche, Jennifer; Ritter, Lake; Scherrer, Christina R.

doi:10.1080/0020739x.2018.1458340

Cited by 9 publications

(12 citation statements)

References 11 publications

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“…As expected, substantial evidence that remediation activities have an effect on the academic performance of the students in the experimental group was observed. The result of the current study is parallel to other studies that also provided positive results: Lin and Liu (2017), Radzi et al (2017), Vandenbussche et al (2018), Zygouris et al (2017), Dabkowska and Snovski (2016). However, there are also studies that contradict the ideas of the effectiveness of remediation activities.…”

Section: Discussionsupporting

confidence: 89%

Effect of Remediation Activities on Grade 5 Pupils’ Academic Performance in Technology and Livelihood Education (TLE)

Asio

Jimenez²

2020

PEDAGOGICAL RES

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This study assesses the effectiveness of remediation activities of Grade 5 pupil's academic performance in the subject Technology and Livelihood Education (TLE). The study used an experimental pretest-posttest design. We chose two schools in the experiment and each school has a class with 50 pupils each. We assigned one school as the independent group and the other one was the experimental group. The researchers worked with the respective teachers in TLE to determine the level of academic performance of the students. First, we administered a pretest during their first grading period. The results for both schools were not impressive, prompting the researchers to advise remediation activities to the experimental group. We advised the independent group to do the usual learning methods. After the intervention, the researcher performed another set of assessment using the results of the second grading period performance. The researchers used a paired t-test to check for significant differences in the scores of the groups. The study found that there is a significant difference in the scores of the pupils after the remediation intervention. Therefore, the researchers concluded that remediation activities can affect the academic performance of the students.

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Section: Discussionsupporting

confidence: 89%

Effect of Remediation Activities on Grade 5 Pupils’ Academic Performance in Technology and Livelihood Education (TLE)

Asio

Jimenez²

2020

PEDAGOGICAL RES

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“…Consequently, we also considered studies that examined remedial strategies in general instead of focusing solely on remedial exams but implemented them in different ways. Vandenbussche et al ( 2018 ) reported that a 2-hour revision program with teacher support between the initial and re-take exams was associated with higher student success, indicating that a lack of prerequisite knowledge presents a significant barrier for students. Additionally, Asio and Jimenez ( 2020 ) found significant academic improvement in fifth-grade students’ scores after implementing remediation activities in the subject of Technology and Livelihood Education (TLE).…”

Section: Discussionmentioning

confidence: 99%

Addressing academic challenges: A quasi-experimental study on the effect of remedial exam strategy for nursing students with low academic performance

Hassan

2023

Belitung Nurs J

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Background: Universities are responsible for providing education and support to all students, including those who may be underachieving. To fulfill this responsibility, universities need effective strategies to help these students graduate successfully. Objective: This study aimed to evaluate the effectiveness of a midterm remedial exam strategy in improving the academic performance of nursing students. Methods: A quasi-experimental design was employed to conduct this research at a private college in Dammam, Saudi Arabia’s eastern region. The study included 306 convenient bachelor nursing students who had failed their midterm exam. Of these, 103 students voluntarily participated in the remedial midterm exam (intervention group) to enhance their midterm scores, while 203 students did not take the remedial exam (control group). Data collection took place in the spring of 2022 by reviewing course files and student records, encompassing formative and summative evaluations across 14 courses. Data analysis involved using SPSS (2023) and Jamovi (version 2.3, 2022) software to conduct paired t-tests, Mann-Whitney, and correlational tests. Results: The remedial group demonstrated significant differences between their midterm and remedial exam scores. However, only 15.5% of students in the remedial group passed the exam, despite 68% showing improvement. Additionally, there were significant differences between the intervention and control groups in midterm and overall course scores. The control group outperformed the remedial group in the midterm, final exams, and overall course scores (p <0.05). Conclusion: Remedial exams can be beneficial for students who are close to passing but may not effectively support those who perform poorly. To address this, implementing a comprehensive remedial program or providing ongoing remedial activities throughout the course can offer better support for strongly underperforming students. Additionally, educational institutions can enhance students’ motivation and performance by providing study skills classes and time-management workshops, equipping them with valuable tools for academic success.

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“…The Early incentivized remediation program [29] addresses the issue of lack of readinessstudents entering the course with weak prerequisite knowledge. Research has shown that prerequisite weakness impedes students' learning [23]; moreover, it inhibits their ability to complete simple tasks even when they demonstrate an understanding of the underlying calculus concept.…”

Section: Early Remedial/summer Bridging Programsmentioning

confidence: 99%

Development of an Intervention Scheme to Address Low Retention Rate of a First-Year Calculus Course – A Systematic Analysis of Current Trends

Khan

Wang

2019

PCEEA

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Students in engineering and the sciences often complete their studies in mathematics before they have an opportunity to develop an appreciation for the application of mathematical concepts in their major field. It can be argued that without a solid foundation in mathematics at the calculus level, an engineering or science student will find difficulty in understanding and applying the knowledge involved in upper-level classes. In this study, we examined an Ontario university where the dropout rates could reach as high as fifty percent from a mandatory first-year calculus course and as a response, we would like to develop an intervention mechanism. Using a conceptual framework, we systematically analysed various intervention mechanisms employed by institutions around the world. The framework looks at each intervention strategy and tries to understand how the mechanism identifies who needs intervention, how it is funded, and the steps necessary for a student who would want to receive such an intervention voluntarily. This study will help us to identify key features that are effective in current intervention methods, address the gaps that were observed, and to develop an intervention scheme that addresses high dropout rates from the first-year calculus course.

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An incentivized early remediation program in Calculus I

Abstract: Math 1190 Exam 1 Part 1 Retake Directions:• You have 25 minutes to complete this exam. The exam is worth 35 points (out of 100) of your Exam 1 grade.

Cited by 9 publications

References 11 publications

Effect of Remediation Activities on Grade 5 Pupils’ Academic Performance in Technology and Livelihood Education (TLE)

Effect of Remediation Activities on Grade 5 Pupils’ Academic Performance in Technology and Livelihood Education (TLE)

Addressing academic challenges: A quasi-experimental study on the effect of remedial exam strategy for nursing students with low academic performance

Development of an Intervention Scheme to Address Low Retention Rate of a First-Year Calculus Course – A Systematic Analysis of Current Trends

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