Supplemental Practice and Diagnostic Assessment in an Applied College Algebra Course

Abstract

The study evaluates providing Supplemental Practice (SP) as a means to facilitate learning in an Applied College Algebra course and the utility of using a brief diagnostic assessment as a gateway exam. The study revealed that students who attended more SP sessions received higher course grades, performed better on exams, and earned higher final course grades. Data from the use of a diagnostic assessment of basic skills revealed a significant relation between the test and student performance on the ACT in both studies and predictive validity of the test for student success in the course. Further, students for whom SP effectively facilitated success were those who passed the diagnostic assessment of basic skills.