Steps in starting supplemental instruction

Ainsworth, Len; Garnett, Don; Phelps, Danay; Shannon, Scott; Ripperger-Suhler, Ken

doi:10.1002/tl.37219946005

Cited by 4 publications

(3 citation statements)

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“…Gleason suggested that creating a supportive climate based on enhanced communication between faculty and students improves the negative environment generally associated with large classes (26 ). Also, supplemental instruction (SI) has been reported to give students (especially those considered to be at risk) academic advantages (27)(28)(29)(30)(31)(32)(33)(34). All these suggestions were utilized in this study.…”

Section: Theoretical Basementioning

confidence: 99%

Gateway to Success for At-Risk Students in a Large-Group Introductory Chemistry Class

Mason

Verdel

2001

J. Chem. Educ.

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Section: Theoretical Basementioning

confidence: 99%

Gateway to Success for At-Risk Students in a Large-Group Introductory Chemistry Class

Mason

Verdel

2001

J. Chem. Educ.

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“…Gleason suggested that creation of a supportive climate based on enhanced communication between faculty and students improves the negative environment generally associated with larger classes (26 ). Also, several authors have reported that supplemental instruction (SI) gives students (especially those considered to be at risk) academic advantages (27)(28)(29)(30)(31)(32)(33).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Evaluating the Success of Hispanic-Surname Students in First-Semester General Chemistry

Mason¹,

Mittag²

2001

J. Chem. Educ.

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This study was undertaken to identify methods and variables that affect classroom instruction, student achievement, and retention in a first-semester general chemistry course at a designated minority (primarily Hispanic) public institution of higher education. The course was a large-group lecture class (n = 241) of first-semester general chemistry that included 92 students with Hispanic surnames. Background information was gathered on the students' university-required entrance examinations, results from a logical thinking ability test, and scores from an instructor-developed diagnostic pretest. Ethnicity and gender data were collected and evaluated for trends that might affect students' success in chemistry achievement. Sixteen (17 percent) of the Hispanic-surname students enrolled in this class participated in a one-hour-per-week recitation session. The data indicate that university mathematics level is a strong predictor of success regardless of ethnicity, gender, or pre-course achievement variables, and participation in recitation sessions also improved course averages for all student groups. Included in the final analysis of this study are the benefits that can be attributed to good counseling.See Correction to this article.

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“…It seems to have been established beyond reasonable doubt that SI can enhance student performance and could effectively answer in a need for instruction beyond the formal teaching programme. Reports have been written about issues surrounding the initial implementation of the SI model [11] that provide valuable guidelines.…”

Section: Introductionmentioning

confidence: 99%

Implementing supplemental instruction for a large group in mathematics

Harding

Engelbrecht

Verwey

2011

International Journal of Mathematical Education in Science and

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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 ...

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Steps in starting supplemental instruction

Abstract: An increasing number of students need developmental help. Supplemental lnstruction can raise the level of success dramatically.

Cited by 4 publications

References 1 publication

Gateway to Success for At-Risk Students in a Large-Group Introductory Chemistry Class

Gateway to Success for At-Risk Students in a Large-Group Introductory Chemistry Class

Evaluating the Success of Hispanic-Surname Students in First-Semester General Chemistry

Implementing supplemental instruction for a large group in mathematics

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