Worked example mid-semester intervention in college algebra
Tipo de documento
Autores
Lista de autores
Miller, David y Schraeder, Matthew
Resumen
The enrollment in lower-level mathematics courses has been on the increase in the last decade. It has been estimated that the DFW rate may rise to the level of 50% in courses that can be classified as college algebra. Numerous interventions have been utilized for college algebra and other mathematics classes to help students, including supplemental instruction, peer-led team learning, group learning, flipped classrooms, and integrating technology. In this study, we offered a half-semester course that implemented worked example worksheets, which were used in a previous full-semester intervention, to help students with the college algebra material. Results showed that the thirty students who participated in the worked example pass/fail mid-semester class significantly outperformed the college algebra students who did not participate in the intervention on total points in the course, quizzes, and tests 3 and 4. In addition, participants earned a significantly higher course GPA, attended significantly more regular class lectures, and earned a higher final exam score. Finally, we analyzed the qualitative data to develop five themes about the worked examples and intervention. We conclude that the mid-semester intervention is a good just- in-time mechanism to implement after the semester has started to help students succeed in the class.
Fecha
2022
Tipo de fecha
Estado publicación
Términos clave
Álgebra | Comprensión | Gestión de aula | Reflexión sobre la enseñanza
Enfoque
Idioma
Revisado por pares
Formato del archivo
Referencias
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