Open AccessUsing Worked Examples with Active Learning in a Large lecture College Algebra Course
Author(s) -
David Miller,
Matthew Schraeder
Publication year - 2021
Publication title -
international journal of education in mathematics, science and technology :
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.47
H-Index - 5
ISSN - 2147-611X
DOI - 10.46328/ijemst.2011
Subject(s) - worksheet , session (web analytics) , mathematics education , class (philosophy) , course (navigation) , group work , group (periodic table) , section (typography) , algebra over a field , computer science , psychology , mathematics , pure mathematics , physics , artificial intelligence , astronomy , world wide web , operating system , quantum mechanics
At a research university near the east coast, a college algebra class has been restructured into two large lectures a week, an active recitation size laboratory once a week, and an extra day devoted to active group work called Supplemental Practice (SP). SP was added as an extra day of class where the SP leader has students work in groups on a worksheet of examples and problems, based on worked example research, that were covered in the previous week’s class material. Two sections of the course were randomly chosen to be the experimental group and the other section was the control group. The experimental group was given the SP worksheets and the control group was given a question-and-answer session. The experimental group significantly outperformed the control on a variety of components in the course, particularly in light of the number of days students attended SP.