|Published online: March 15, 2017||$US5.00|
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.
|Keywords:||Peer-assisted Learning, Mathematics, Science and Engineering|
The International Journal of Science, Mathematics and Technology Learning, Volume 24, Issue 1, March 2017, pp.27-34. Article: Print (Spiral Bound). Published online: March 15, 2017 (Article: Electronic (PDF File; 345.708KB)).
Education Development Officer, Office of Education Development and Gateway Education, City University of Hong Kong, Hong Kong, Hong Kong
Senior Education Development Officer, Office of Education Development and Gateway Education, City University of Hong Kong, Hong Kong, Hong Kong
Director, Assistant Head and Professor, Office of Education Development and Gateway Education, Department of Physics and Materials Science, City University of Hong Kong, Hong Kong, Hong Kong
Teaching Fellow, Department of Computing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong