TY - JOUR
T1 - Performance Evaluation of College of Science and Engineering Students with the PALSI Scheme
AU - Im, Siu Wo Tarloff
AU - Chiu, Pit Ho Patrio
AU - Shek, Chan Hung
AU - Liu, Dennis Y. W.
PY - 2017/3/15
Y1 - 2017/3/15
N2 - 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.
AB - 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.
KW - Mathematics
KW - Peer-assisted learning
KW - Science and engineering
UR - http://www.scopus.com/inward/record.url?scp=85041862868&partnerID=8YFLogxK
UR - https://www.scopus.com/record/pubmetrics.uri?eid=2-s2.0-85041862868&origin=recordpage
U2 - 10.18848/2327-7971/CGP/v24i01/27-34
DO - 10.18848/2327-7971/CGP/v24i01/27-34
M3 - 21_Publication in refereed journal
VL - 24
SP - 27
EP - 34
JO - International Journal of Science, Mathematics and Technology Learning
JF - International Journal of Science, Mathematics and Technology Learning
SN - 2327-7971
IS - 1
ER -