PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
The effects of supplemental instruction on content knowledge and attitude changes
Page: 403
There are many reports on the impact of Supplemental Instruction (SI) on grades and retention of students within STEM disciplines. Although we know that many factors contribute to higher academic success (e.g., increased content knowledge, motivation toward subject, and/or time on task), there is little evidence for the mechanism by which SI improves student performance in any of these factors. This report is a preliminary analysis of an ongoing, multi-disciplinary study, using preexisting valid and reliable content knowledge assessments and attitude surveys, to gain insight into the effects of SI on STEM students.