College algebra change

Reports nationwide have shown that success rates in college mathematics classes have been dismal, particularly those prior to Calculus (Lutzer, Maxwell & Rodi, 2002). The current paper evaluates the utility of providing Supplemental Practice (SP) as a means to facilitate learning in an Applied College Algebra course. A pilot study revealed that students who earned more attendance points for SP sessions also received higher course grades. Additionally, students who earned the same number of SP points performed equally well regardless of their incoming skill level. A more controlled study revealed similar results, indicating that students who attended more SP sessions performed better on exams and earned higher final course grades than those who attended fewer SP sessions. Pragmatically, however, the only students for whom SP effectively facilitated success were those who passed a Pre-assessment exam of basic skills.