The effects of implementing recitation activities on success rates in a college calculus course

Abstract

Over a period of six years, three different types of recitation sessions were implemented into the large enrollment section of a college calculus course. During the fall semesters, the results on the departmental final examination, the DFW rates, and the one-year retention rates of students as STEM majors were examined by the type of recitation session used with the large enrollment section. The three types of recitation sessions studied were: (1) optional mentoring sessions at the Math Assistance Center conducted by undergraduate students (peer mentors), (2) required mentoring sessions conducted by graduate students, and (3) required VGNA (Verbal, Graphical or Geometric, Numeric, and Algebraic) Concept activities, which were also coupled with mentoring sessions conducted by graduate students. The success of the students in the large enrollment section of the course, which included one of the three different types of recitation sessions, was compared to the success of students in the small enrollment sections of the course (enrollments less than 50 students). The effects of using each type of recitation session on raising departmental final examination scores, lowering DFW rates, and raising one-year retention rates is presented. The results of this study demonstrate methods of raising student success rates in large enrollment (lecture-format) courses.

Role of Forum Discussion in the Online Learning Modality of Senior High School Students

“…It is essential, however, that students participate fully in the recitation. Several researchers dealt with students' recitation in face-to-face and online teaching methods (Endorf et al, 2006;Molinari & Mameli, 2013;Staveley-O'Carroll, 2015;Umar & Aziz, 2015;Watt et al, 2014;Wibowo et al, 2018). Wibowo et al (2018) encouraged teachers to consider learning by alternative effort recitation methods of increasing interest and student learning outcomes; increasing students' interest is increasing their attitude towards the subject.…”

Learning at the nano-level: Accounting for complexity in the internalization of secondary STEM teacher professional development

“…Emma insisted that, due to such difficulties, she would not give her students the math problems; rather, she would have them make a 3D example of the surface area calculations to demonstrate the mathematical principles present in the nanotechnology activity. While many studies have demonstrated the importance of using multiple representations in mathematics education, specifically higher mathematics, like calculus (Watt et al, 2014), algebraic representations are essential for mathematics education. The insistence of Emma, and several of her peers, that students, particularly freshman, benefit from visual aids is not contested, yet the avoidance of numeric and algebraic representations could certainly leave a student body ill-prepared for higher mathematics.…”