The Use of Supplemental Instruction to Increase Students' Stem Course Pass Rates at a Private Southeastern Historically Black College and University
Davis, Kimberly, Clark Atlanta University
2023-05
2020-2029
The study examined the use of Supplemental Instruction (SI) to determine whether it could improve student attitudes toward mathematics and achievement in college mathematics-level courses. Additionally, the study explored the student characteristics of those who participate in SI sessions and their perceived value of the SI program. The participants in this study were undergraduate students at a private, southeastern, historically Black college and university enrolled in a precalculus course designed for STEM majors. The study considered only those students who required a review of algebra and trigonometry before beginning the calculus sequence. All enrolled students had equal access to Supplemental Instruction (SI) and the Assessment and Learning in Knowledge Spaces (ALEKS) platform. The results of this study showed that when students attend Supplemental Instruction sessions, growth in mathematical concept proficiency is achieved and attitudes toward mathematics are improved. Therefore, more research is needed to explore the benefits of Supplemental Instruction as a viable intervention to improve student achievement in mathematics and successful college matriculation for STEM majors.
text
application/pdf
born digital
Atlanta University and Clark Atlanta University Theses and Dissertations
dissertation
Doctor of Education (EdD)
Clark Atlanta University
Department of Educational Leadership
Teodorescu, Daniel
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:2023_davis_kimberly
http://rightsstatements.org/vocab/InC-EDU/1.0/
