2016 Conference Archive (Archived)
Effectiveness of a Supplemental Instruction Program in a Statistics Course
Session Format
Presentation Session (45 minutes)
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Location
Room 2911
Abstract for the conference program
At most universities, an introductory statistics course is required for the majority of the students before they begin their specific major classes. Of these students, several will fail to retain the information, making future classes more difficult, or fail to successfully pass the course which increases the likelihood a student will not graduate on time. Providing academic support through the implementation of a Supplemental Instruction (SI) Program gives students the opportunity to receive extra help focused on student achievement in this course. Students are able to attend sessions to receive conceptual help while reviewing class material, developing study strategies, and collaborating with classmates. We will be focusing on the effects SI can have on student achievement in statistics classrooms. We will share our data analysis for using SI in a statistics course over a 4-year period, providing participants the opportunity to identify the positive effects SI has on student success.
Proposal Track
Research Project
Start Date
3-4-2016 2:45 PM
End Date
3-4-2016 3:30 PM
Recommended Citation
Baum, Emily and Samples, Brandon, "Effectiveness of a Supplemental Instruction Program in a Statistics Course" (2016). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 36.
https://digitalcommons.georgiasouthern.edu/stem/2016/2016/36
Archived Content
This record and associated content is retained solely for reference, research, or recordkeeping as part of an archived collection. This content is not actively developed, disseminated, or promoted as part of any ongoing University program, service, or activity. Learn more about archived collections (opens in new tab).
To request an accessible version of any item in this archived collection, complete this form (opens in new tab) or email [email protected].
Effectiveness of a Supplemental Instruction Program in a Statistics Course
Room 2911
At most universities, an introductory statistics course is required for the majority of the students before they begin their specific major classes. Of these students, several will fail to retain the information, making future classes more difficult, or fail to successfully pass the course which increases the likelihood a student will not graduate on time. Providing academic support through the implementation of a Supplemental Instruction (SI) Program gives students the opportunity to receive extra help focused on student achievement in this course. Students are able to attend sessions to receive conceptual help while reviewing class material, developing study strategies, and collaborating with classmates. We will be focusing on the effects SI can have on student achievement in statistics classrooms. We will share our data analysis for using SI in a statistics course over a 4-year period, providing participants the opportunity to identify the positive effects SI has on student success.
