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dc.contributor.author Diehl, Nathan en
dc.date.accessioned 2012-07-19T21:14:28Z en
dc.date.available 2012-07-19T21:14:28Z en
dc.date.issued 2012-07-19 en
dc.identifier.uri http://hdl.handle.net/10139/5988 en
dc.description.abstract Developmental mathematics courses are historically difficult classes for community college students. The failure rate of these courses is alarmingly high. Supplemental Instruction (SI) was developed to assist students in mastering the concepts and as result increasing the passing rates of these difficult courses. SI is a program that uses small peer-assisted study sessions to improve the problem solving skills and the retention of students in historically high-risk courses. Study sessions are led by a student instructor that previously took the class and earned a good grade. This thesis is a study of the efficacy of Supplemental Instruction on Elementary and Intermediate Algebra courses at a community college. en
dc.language.iso en_US en
dc.rights All rights reserved to author and California State University Channel Islands en
dc.subject Algebra en
dc.subject Supplemental instruction en
dc.subject Elementary algebra en
dc.subject Intermediate algebra en
dc.subject Community college students en
dc.subject Peer teaching en
dc.subject Case study en
dc.subject Remedial mathematics en
dc.subject Remedial instruction en
dc.subject Mathematics thesis en
dc.title Using Supplemental Instruction to Increase Passing Rates of Developmental Algebra Courses in Community Colleges en
dc.type Thesis en

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