Worked Example Mid-Semester Intervention in College Algebra
The enrollment in lower-level mathematics courses has been on the increase in the last decade. It has been estimated that the DFW rate may rise to the level of 50% in courses that can be classified as college algebra. Numerous interventions have been utilized for college algebra and other mathematics classes to help students, including supplemental instruction, peer-led team learning, group learning, flipped classrooms, and integrating technology. In this study, we offered a half-semester course that implemented worked example worksheets, which were used in a previous full-semester intervention, to help students with the college algebra material. Results showed that the thirty students who participated in the worked example pass/fail mid-semester class significantly outperformed the college algebra students who did not participate in the intervention on total points in the course, quizzes, and tests 3 and 4. In addition, participants earned a significantly higher course GPA, attended significantly more regular class lectures, and earned a higher final exam score. Finally, we analysed the qualitative data to develop five themes about the worked examples and intervention. We conclude that the mid-semester intervention is a good just-in-time mechanism to implement after the semester has started to help students succeed in the class.
Copyright (c) 2022 David Miller, Matthew Schraeder
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.