The Effects of Supplemental Instruction on Student Achievement in College Algebra‪.‬

ABSTRACT College Algebra consistently has a very high number of students performing poorly. An experimental study addressing student performance was conducted. Two College Algebra classes each with 25 students and with the same teacher were used, one as the control group and the other as the experimental group. The experimental class included mandatory Supplemental instruction (SI) for an extra class period per week. T-tests were used to compare performances on each test and homework. A Repeated Measures 2x2 ANOVA was used to compare the students' performance on a pre-test and a post-test between each class. The Mann-Whitney U-test was used to compare final grade distributions. The results of the T-tests were not significantly different. The results of Repeated Measures 2x2 ANOVA indicate that here was not a significant difference between the two classes' performance. Finally, the Mann-Whitney U-test showed that there was not a significant difference between the final grade distributions.