Research studies on the effectiveness of supplemental instruction in mathematics

Kenney, Patricia Ann; Kallison, James M.

doi:10.1002/tl.37219946010

Cited by 24 publications

(20 citation statements)

References 5 publications

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“…In a review article, Arendale (2001) noted the effectiveness 91 of SI offered for business courses between 1982 and 1996. Kenney (1989) and Kenney and Kallison (1994) conducted several studies that demonstrated the effectiveness of SI in first-semester calculus classes (traditionally considered difficult) for business and economics majors at the University of Texas at Austin. Jones (2013) used chi-square analysis and the analysis of covariance (ANCOVA) to study the effect of SI in an introductory accounting course and observed significantly better performance in terms of final total scores for participating students.…”

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confidence: 99%

Impact of Supplemental Instruction on Business Courses: A Statistical Study

Mitra¹,

Goldstein²

2018

INFORMS Transactions on Education

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Abstract. Many students in quantitative business courses are struggling. One technique designed to support such students is Supplemental Instruction (SI), which is most popular in the science, technology, engineering, and mathematics (STEM) disciplines. In this paper, we show the positive impact of SI on student performance in two bottleneck business courses in a large university. Our evaluation results establish that (i) SI has a statistically significant effect on students' likelihood of passing both courses (after controlling for background variables), (ii) SI is more helpful for students identified as at risk than for those who are not, and (iii) it is important to consistently attend SI sessions for greater success. We also present models to predict consistent student attendance based on background factors with 90% accuracy and conclude with a brief qualitative study about students' self-perception of SI and the professional development attained by SI leaders.

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confidence: 99%

Impact of Supplemental Instruction on Business Courses: A Statistical Study

Mitra¹,

Goldstein²

2018

INFORMS Transactions on Education

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“…Although some studies have focussed on the use of PAL in mathematics courses [23][24][25][26][27][28][29][30], these have been in the context of service courses (mathematics modules taught to non-specialists, such as engineering students). To the best of our knowledge, this paper is the first evaluative study that has investigated the use of PAL in an advanced mathematics course designed for specialist mathematicians, and particularly for students in their second year.…”

Section: Peer-assisted Learningmentioning

confidence: 99%

Can peer assisted learning be effective in undergraduate mathematics?

Duah

Croft

Inglis

2013

International Journal of Mathematical Education in Science and

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We report the implementation and evaluation of a 'peer assisted learning' (PAL) scheme designed to reduce the so-called "cooling off" phenomenon in undergraduate mathematics. "Cooling off" occurs when mathematics undergraduates lose motivation and interest in their studies, despite having previously actively chosen to study it at higher levels. We found that, despite concerns about the novel didactic contract inherent in PAL schemes, a majority of students chose to engage with the scheme, and that the student leaders of the PAL sessions were generally capable of implementing a student-centred pedagogy. Furthermore we found that students who attended the PAL sessions had higher achievement in their final examinations, even after controlling for their lecture attendance and prior attainment. We conclude by arguing that PAL may provide a useful mechanism for reducing the prevalence of the "cooling off" phenomenon in some -but not all -groups of mathematics students.

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“…Students in a Fall 1989 calculus course for engineering and natural science students who had a TA leading discussion groups that used SI techniques did not perform better than students in the same course offered a year earlier with the same faculty member and the same TA but without discussion groups using SI techniques (Kenney & Kallison, 1994). An important limitation of this study is that the data for the two groups was collected one year apart.…”

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confidence: 90%