This study was used to analyze the effects of a post-quiz remediation strategy in a Personalized System of Instruction (PSI) in an introductory university algebra course. Students were randomly assigned to two PSI groups, one with the post remediation strategy based on a task analytic approach and one without the post remediation strategy. Significant differences were found between the two groups. The post-quiz remediation strategy appears to be a practical alternative for remediation specialists and math lab directors.
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