Two studies of the effectiveness of supplemental instruction (SI) for college-level calculus courses are reported. In each, achievement was compared for students whose discussion groups were conducted using the supplemental instruction (SI) model and those whose discussion groups were conducted with traditional content-only focus. In both cases,…

Reviews recent research on student learning and motivation and applies conclusions to college instruction. Examines findings and instructional implications of the behaviorist model, the cognitive model, metacognition, learner-centered models, the unique learner, and motivation from a learning perspective. Concludes that the biggest variable in…