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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
  • e-ISSN: 1306-3030
  • First published in 2006
JOURNAL ARCHIVE
Effect of Tutoring on Passing Remedial Mathematics Courses
Yanhong Wu, Björg Jóhannsdóttir, Viji Sundar
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 827-835
  • Published Online: 27 Nov 2017
  • Article Views: 827 | Article Download: 826
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Wu Y, Jóhannsdóttir B, Sundar V. Effect of Tutoring on Passing Remedial Mathematics Courses. Int Elect J Math Ed. 2017;12(3), 827-835.
APA 6th edition
In-text citation: (Wu et al., 2017)
Reference: Wu, Y., Jóhannsdóttir, B., & Sundar, V. (2017). Effect of Tutoring on Passing Remedial Mathematics Courses. International Electronic Journal of Mathematics Education, 12(3), 827-835.
Chicago
In-text citation: (Wu et al., 2017)
Reference: Wu, Yanhong, Björg Jóhannsdóttir, and Viji Sundar. "Effect of Tutoring on Passing Remedial Mathematics Courses". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 827-835.
Harvard
In-text citation: (Wu et al., 2017)
Reference: Wu, Y., Jóhannsdóttir, B., and Sundar, V. (2017). Effect of Tutoring on Passing Remedial Mathematics Courses. International Electronic Journal of Mathematics Education, 12(3), pp. 827-835.
MLA
In-text citation: (Wu et al., 2017)
Reference: Wu, Yanhong et al. "Effect of Tutoring on Passing Remedial Mathematics Courses". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 827-835.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Wu Y, Jóhannsdóttir B, Sundar V. Effect of Tutoring on Passing Remedial Mathematics Courses. Int Elect J Math Ed. 2017;12(3):827-35.

Abstract

The goal of this study was to investigate the effect of tutoring on students passing rate in remedial mathematics algebra courses, and to probe students’ own reasons for failing an introductory mathematics course. Two experiments were conducted, one to study the impact of individual tutoring for students taking a remedial course for the second time, and the second to study the impact of an in-class tutoring for a whole group. In both experiments, statistical analysis indicated that tutoring significantly improved passing rate in the remedial courses and increased the mean scores for the first time takers.

Keywords

Remedial Mathematics Logistic model Repeated measurement model Passing rate

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