Effect of Tutoring on Passing Remedial Mathematics Courses
Yanhong Wu, Björg Jóhannsdóttir, Viji Sundar
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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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2017, Volume 12, Issue 3, 827-835

https://doi.org/10.29333/iejme/650

Publication date: 27 Nov 2017

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Article Downloads: 1897

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