Performance Evaluation of College of Science and Engineering Students with the PALSI Scheme

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

2 Scopus Citations
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Author(s)

Detail(s)

Original languageEnglish
Pages (from-to)27-34
Journal / PublicationInternational Journal of Science, Mathematics and Technology Learning
Volume24
Issue number1
Publication statusPublished - 15 Mar 2017

Abstract

University mathematics subjects are the core modules for undergraduates enrolled in the College of Science and Engineering. Foundational knowledge in calculus, linear algebra, statistics, and complex numbers is vital for developing the ability to handle science or engineering questions. Due to different learning backgrounds, undergraduates might not have studied advanced mathematics in their high schools, which drastically lowers the study momentum in competing with others who have taken advanced mathematics curriculum. In order to reduce the learning gap between advanced mathematics learners and non-advanced mathematics learners, a learning method using a small group of peers is implemented with science and engineering students for two mathematics modules. The scheme contributed to social interactions with their peers. Peer tutoring with supplemental instruction can encourage students to engage with group discussions, thus changing them from passive listeners to active learners in collaborative learning. This article aims to focus on the performance of academic results in comparing the effectiveness of the PALSI scheme in regards to gender and mathematics learning experience in high school.

Research Area(s)

  • Mathematics, Peer-assisted learning, Science and engineering

Citation Format(s)

Performance Evaluation of College of Science and Engineering Students with the PALSI Scheme. / Im, Siu Wo Tarloff; Chiu, Pit Ho Patrio; Shek, Chan Hung; Liu, Dennis Y. W.

In: International Journal of Science, Mathematics and Technology Learning, Vol. 24, No. 1, 15.03.2017, p. 27-34.

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review