Effect of Tutoring on Passing Remedial Mathematics Courses

Yanhong Wu; Björg Jóhannsdóttir; Viji Sundar

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: 1702 | Article Download: 1503
Open Access Full Text (PDF)

APA

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.

AMA

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.

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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