Implementing supplemental instruction for a large group in mathematics

Abstract

The Supplement Instruction (SI) programme is well established world wide and the resulting success of the programme is indisputable. The University of Pretoria has decided on SI as the model to be used for addressing the under preparedness of students entering the university, largely brought about by the changes in the curricula at secondary school level. The SI model was piloted in two courses, one in mathematics and another in chemistry, each consisting of more than a thousand students. This paper addresses implementation issues of SI for such a large group of students in mathematics. It cautions would-be implementers to pitfalls and shortcomings of the SI model and suggests how the model could be adapted to answer in current needs. The paper also shows that despite problems in strictly adhering to SI principles in the implementation of the programme, participants showed increased performance.Keywords: supplemental instruction, mathematics, large groups BackgroundThe past two decades have been notable for change in South Africa. Not only has the country undergone significant political changes but it has also implemented a new education system. The diversity in backgrounds of students entering university after the political changes is prominent. This diversity includes culture, language, and academic preparedness. Lecturers of first-year modules and planners of foundation programmes often lack insight into the academic backgrounds of first-year students towards whom the university curriculum is directed [1]. The full effect of the new outcomes based education approach became evident when the first students to have completed their schooling in the new system entered universities in 2009. These students experienced the gap between secondary school and tertiary mathematics more severely than before and were under prepared with regards to both general mathematical skills as well as content related skills [2].The phenomenon of under preparedness for university mathematics is by no means limited to South Africa. In a study in Ireland in which students' inability to cope with the transition between secondary and t ertiary mathematics was investigated, Hourigan and O'Do noghue [3] found that there was a large difference between the nature of students' mathematics experiences at pre tertiary level and those experienced at university in mathematics intensive courses. Hoyles, Newman and Noss Changes in school curricula bring challenges for university lecturers and can result in the development and implementation of bridging courses, the need for change of university curricula and assessment strategies and for carefully designed supplemental programmes. In an effort to meet the demands presented by the under preparedness of students, the University of Pretoria (UP) has identified so-called High Impact Modules (HIMs) in the Faculty of Natural and Agricultural Sciences. These courses have large student numbers, are taken by students across faculties and should a student fail any of these courses, it has serious implications ...

Extending the theory of planned behaviour to predict and increase PASS attendance and students’ performance: can academic motivation improve efficacy?

“…Despite the positive results of attending PASS, across the world, supplementary instruction programmes, such as PASS, do not attract a large number of attendees like many opt-in academic support programmes (e.g. Cornelius et al 2016;Duah et al 2014;Durkin and Main 2002;Harding et al 2011;Rath et al 2007). The majority of students to whom PASS is offered never attend (Dancer et al 2007;Dancer et al 2015;Kochenour et al 1997).…”

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

“…At University of Pretoria [13], South Africa, Supplemental Instruction (SI) and SMILE (Supplemental Mathematics Instruction for Learning Enhancement) sessions are offered and led by student leaders who teach groups of students. It is voluntary, student-driven, costeffective, and focuses on high-risk courses rather than high-risk students.…”

Interventions to improve teaching and learning in first year mathematics courses

“…They offer regular out-of-class, peer-facilitated sessions after attending the lectures themselves, thereby integrating content with learning skills and study strategies. The implementation of the SI programme for large groups of students is not an easy process as reported on in [35]. The ideals of the SI system are indisputable but the gain for effort is debatable.…”

“…SI is a widely used student academic assistance programme that increases student performance and retention. [35] The programme attempts to address students' needs in a holistic approach. Fundamental features of SI are that it is voluntary, student-driven and focuses on high-risk courses rather than highrisk students.…”