ERIC Number: EJ810469
Record Type: Journal
Publication Date: 2008-Oct
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-739X
EISSN: N/A
An Evaluation of the Supplemental Instruction Programme in a First Year Calculus Course
Fayowski, V.; MacMillan, P. D.
International Journal of Mathematical Education in Science and Technology, v39 n7 p843-855 Oct 2008
Supplemental Instruction (SI) incorporates collaborative learning in small, peer-led, group settings in order to integrate instruction in learning and reasoning skills with course content. Several meta-analyses speak to the efficacy of SI but fail to address selection bias due to ability/motivation and gender. In this study, SI was paired with a first year calculus for non-majors course. An ANCOVA indicated that: ability/motivation, as measured by prior grade point average, was a useful predictor of course letter grade; gender differences were statistically significant but trivial; and, SI participation was statistically and practically significant, a 1.8 letter grade improvement after correction for selection bias. For the pass/fail analysis, a sequential binary logistic regression indicated there was a sizable statistically significant improvement with SI participation after accounting for gender and ability/motivation selection biases. The odds of success were 2.7 times greater for the SI participants. No gender differences of any significance were found. (Contains 5 tables.)
Descriptors: Grade Point Average, Student Motivation, Course Content, Calculus, Gender Differences, Teaching Methods, Mathematics Instruction, Cooperative Learning, Peer Teaching, Group Activities, Thinking Skills, Meta Analysis, Majors (Students), College Students, Predictor Variables, Grades (Scholastic), Test Bias, Student Participation, Academic Ability, College Mathematics
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/81501