The effect of video supplemental instruction on the academic performance in mathematics of disadvantaged students
AbstractThis article examines the effect of Video-based Supplemental Instruction on the performance in Mathematics of students whose matric marks did not enable them to be directly admitted to the Science Faculty at the University of Port Elizabeth. Fifteen students who received Video-based Supplemental Instruction in Mathematics were matched with 14 students who received adapted lecturing directed at students at this level. The two groups were then compared in terms of their pass rates and mathematics performance in a Mathematics Special first semester course. The Video-based Supplemental Instruction students' first semester performance was also compared to their performance in a Mathematics pre-test at the beginning of the course to assess their progress. The progress of some Video-based Supplemental Instruction students was satisfactory. The comparison between the Video-based Supplemental Instruction and lectured students indicates the possible usefulness of this programme in areas where access to education is limited. The students who will probably benefit most from this intervention, are students with a minimum level of pre-knowledge in Mathematics and who study in a consistent and responsible manner.
South African Journal of Higher Education Vol.15(1) 2001: 138-146