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Abstract
We examine whether on-line remedial mathematics reviews can improve student performance in introductory microeconomics. In treatment sections, graded pre- and posttests were used to assess student understanding of graphing, systems of linear equations, area, slope, ratios and percentages. Students had on-line reviews and tutorials available between completing the tests. Pre- and posttest scores are positively and significantly related to course grade, more so than variables designating which mathematics courses have been taken by students. Ordered probit analysis suggests that each additional question answered correctly on the posttest over the initial pretest score is significantly related to final course grade, with students in the treatment sections earning on average 0.20 of a letter grade higher.
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Abstract
We examine whether on-line remedial mathematics reviews can improve student performance in introductory microeconomics. In treatment sections, graded pre- and posttests were used to assess student understanding of graphing, systems of linear equations, area, slope, ratios and percentages. Students had on-line reviews and tutorials available between completing the tests. Pre- and posttest scores are positively and significantly related to course grade, more so than variables designating which mathematics courses have been taken by students. Ordered probit analysis suggests that each additional question answered correctly on the posttest over the initial pretest score is significantly related to final course grade, with students in the treatment sections earning on average 0.20 of a letter grade higher.