Not exact matches
In the fall of 2013, the researchers randomly assigned 907 freshman students assessed as needing math remediation into one of three groups:
traditional remedial elementary
algebra; the same
algebra course with an additional two - hour weekly workshop; or a
college - level statistics class with an additional two - hour weekly workshop.
Incoming students assessed as needing remediation were randomly assigned to one of three course types:
traditional remedial elementary
algebra; the same
algebra course with an additional two - hour weekly workshop; or a
college - level statistics class with an additional two - hour weekly workshop.
Any participant who did not pass his or her class had to re-enroll in
traditional remedial elementary
algebra and pass it before taking any
college - level quantitative courses.
A comparison of CAI and
traditional instruction in a
college algebra course.