The Role and Impact of Supplemental Instruction in Accelerated Developmental Math Courses
Date
2018-02
Authors
Altomare, Tanu K.
Moreno-Gongora, Ashley N.
Journal Title
Journal ISSN
Volume Title
Publisher
Texas State University, The Education Institute
Abstract
A difficult issue for tutoring programs is low participation, especially at commuter campuses. At the University of Houston-Downtown, this problem seems particularly acute for developmental education (DE) courses. This paper describes the Supplemental Instruction (SI) program at the University of Houston-Downtown (UHD) with focus on the role of the SI Leader in accelerated DE math courses. A study was conducted between Fall 2015 and Spring 2017 to evaluate differences in student performance in two courses between sections that were staffed with an SI Leader and those that had no assistance from the SI program. The study found statistically significant differences in grade performance between SI session participants and non-SI participants. The study also found that students passed at a higher rate in accelerated Intermediate Algebra as compared to traditional biweekly sections. Finally, students passed at a higher rate in accelerated sections that were staffed with an SI Leader compared to accelerated sections without an SI Leader.
Description
Keywords
education, developmental education, supplemental instruction, academic performance, mathematics courses, University of Houston-Downtown
Citation
Altomare, T. K. & Moreno-Gongora, A. N. (2018). The Role and Impact of Supplemental Instruction in Accelerated Developmental Math Courses. Journal of College Academic Support Programs, 1(1), pp. 19-24.