Date of Award
My research goal is to investigate how specific prompting of students would affect their involvement and progress in an emporium developmental math course. With the aim of increasing the students’ involvement and progress I tested a method that was in tended to increase students’ perceived connectedness with the classroom and promote the use of the available tutors and teachers. I monitored consenting students’ progress in the Spring 2015 courses and sent emails to students who met any one of three different criterion: (1) If the students time investment was below a threshold. (2) If the student’s mastery pace was less than three topics per hour. (3) If the student, after taking an assessment, had regressed more than five topics. I used the average hours spent and exams passed by my subjects as measures of student involvement and success. In addition, I used a subjective questionnaire as a means of gauging students’ reaction to my project. From these two methods I was able to objectively determine if there appeared to be a statistical benefit to my research and subjectively observe how students personally felt the project affected their learning. The research ultimately aided in identifying areas for further research and highlighted student perceptions of the correlation between monitoring progress and classroom connectedness.
Young, Juliette Michelle, "The Effects of Prompted Tutoring on an Emporium Model Math Course" (2015). Honors Theses. 129.
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