Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology.

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Bibliographic Details
Title:	Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology.
Authors:	Brusi, Rima¹, Portnoy, Arturo¹, Toro, Nilsa¹
Source:	Journal of STEM Education: Innovations & Research. Jan-Mar 2013, Vol. 14 Issue 1, p20-25. 6p. 18 Charts.
Subject Terms:	Students, Examinations, *Education, Precalculus, Information & communication technologies
Abstract:	The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice time with TA support, helped significantly reduce the withdraw and failure rates that prevail today in this course. Although it was carried out in a large group format (150 students), the experimental sections had better outcomes than current, traditional sections in smaller groups taking the same tests. Results show the design choices and underlying assumptions to be promising and cost-effective, and recommendations include testing the model as a substitute for current remedial coursework on campus and beyond. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice time with TA support, helped significantly reduce the withdraw and failure rates that prevail today in this course. Although it was carried out in a large group format (150 students), the experimental sections had better outcomes than current, traditional sections in smaller groups taking the same tests. Results show the design choices and underlying assumptions to be promising and cost-effective, and recommendations include testing the model as a substitute for current remedial coursework on campus and beyond. [ABSTRACT FROM AUTHOR]
ISSN:	15575276