Abstract
A short term on-line math tutorial can increase student success in introductory college physics.
Highlights
Much research has been done on the influences on student success in introductory physics courses
This study addresses students’ math knowledge and the effects of a short term, concurrent math intervention on their overall performance in the first-semester algebrabased introductory physics course at a large urban university in the south central United States
Based on the previous studies showing correlations between students’ math scores and success rates in physics courses [1,2,3,4,5,6,7,8,9,10,11,12], this study focuses on students’ mathematical knowledge and preparation and their effects on student success, i.e., to what extent did a math tutorial intervention increase the probability of passing the course for at-risk students
Summary
Much research has been done on the influences on student success in introductory physics courses. Several studies report correlations between diagnostic math tests given at the beginning of a physics course and success in the course or learning gains [10,11,12]. All of these studies emphasize the effect of math preparation on students’ final grade in introductory physics courses. Based on these studies, we devised a strategy to identify students with a math deficiency and implement an intervention to improve their. Results of the math intervention are presented comparing student outcomes across six sections of the course, where the math tutorials were offered in three of the sections
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