Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics

Providing less prepared students with supplemental instruction (SI) in introductory STEM courses has long been used as a model in math, chemistry, and biology education to improve student performance, but this model has received little attention in physics education research. We analyzed the course performance of students enrolled in SI courses for introductory mechanics and electricity and magnetism (E&M) at Stanford University compared with those not enrolled in the SI courses over a two-year period. We calculated the benefit of the SI course using multiple linear regression to control for students’ level of high school physics and math preparation. We found that the SI course had a significant positive effect on student performance in E&M, but that an SI course with a nearly identical format had no effect on student performance in mechanics. We explored several different potential explanations for why this might be the case and were unable to find any that could explain this difference. This suggests that there are complexities in the design of SI courses that are not fully understood or captured by existing theories as to how they work.

Pengajaran Persiapan Ujian Nasional Mata Pelajaran Matematika di SMP Negeri 37 Samarinda

Community Service conducted at SMP 37 is teaching national math preparation tests for class IX. The method of community service in Samarinda 37 State Junior High School is by teaching using the junior high school national exam practice module. Activities carried out through the stage of providing material operations of fractions, value comparisons and reversals of values, ranks and roots, calculation of loan and savings interest rates, arithmetic sequences and sequences and geometry, linear and quadratic equations, sets, linear functions, line equations, line gradients, flat circumference and shape area, congruent and congruent triangles, circle angle, circle circumference, circle elements, prism and pyramid elements, volume and surface area of ​​prism and pyramid, statistics, sample space, and opportunity. After all the material has been submitted, it is continued with the prediction of the national mathematics exams in 2013, 2014, 2015, 2016, 2017, and 2018 with the development of the developed training modules. From the results of community service in Samarinda 37 Public Middle School, the level of student satisfaction found using modules was 41.52% very satisfied, 57.40% satisfied, 1.07% quite satisfied, and 0.00% dissatisfied. On the other hand, students also find it easier to understand learning if the teacher uses modules as teaching material in class

What Makes Them Persist? Expectancy-Value Beliefs and the Math Participation, Performance, and Preparedness of Hispanic Youth

This study examined the longitudinal associations of Hispanic youths’ 9th-grade math expectancy-values and their subsequent participation (course taking and advanced course taking), performance, and preparedness (high school graduation and university eligibility) across 9th to 12th grades. Gender moderation associations of expectancy-value and participation, performance, and preparedness were evaluated. Students’ socio-demographic characteristics and previous math experiences (achievement and curricular track) were controlled. The study sample (n = 1,116) was 53% female, 46% English learner, and 84% low income. Males reported higher expectancy, interest, attainment, and cost values. Females completed more math courses and advanced courses, achieved stronger course grades, and were more likely to complete math preparation requirements for high school graduation and college. Associations of expectancy-value, and participation and performance were observed along with gender-moderated associations with preparedness. The odds of graduation preparedness were increased for females with high attainment value, whereas the odds of university preparedness were increased for males with high utility value.

The Roots of STEM Achievement: An Analysis of Persistence and Attainment in STEM Majors

This article analyzes persistence and attainment in postsecondary science, engineering, technology, and math (STEM) education using data from the Beginning Postsecondary Students Longitudinal Study. Ability is shown to have a consistent impact on STEM performance. Self-efficacy has large estimated impacts, and there is evidence of strong bias against women. High school math preparation and attending small colleges increase the likelihood of noninterested students switching to STEM fields. Overall, there is little evidence that collegiate educational experiences affect persistence or attainment. The results indicate that policies to improve high school math preparation and address the gender gap would be most effective. JEL Classifications: I21, I28