M. Vali Siadat

TL;DR: In this article, the authors compared first-year college students enrolled in remedial-type mathematics courses with their counterparts enrolled in non-remedialcoursework Findings include that students enrolled innonremedia mathematics courses enter the institution with many advantages over students enrolledin remedial mathematics Tests of a path analytic model confirmed that background variables play a major role indetermining success in college mathematics

TL;DR: For example, Siadat et al. as mentioned in this paper explored nontraditional associating factors for the accruement of mathematical skills during the first year of college, including the role of factors pertaining to academic and social involvement, student study behavior, student perceptions of the quality of teaching, financial support, and awareness of prejudice.

TL;DR: In this paper, the authors examined the effects of the implementation of formative assessment on student achievement in elementary algebra classes at Richard J. Daley College in Chicago, IL and found that after approximately four months the students who were regularly assessed with weekly quizzes achieved significantly higher scores on the final examinations than the students (N=1352) whose instruction did not include formative assessments at all.

TL;DR: In this article, the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention were reported.

TL;DR: Sagher, Siadat, and Hagedorn as mentioned in this paper studied the effects of the instructional program on student retention, student performance in mathematics, and students' generalized study skills, and reported on direct comparisons on common final exams, and on the performance of students taught by three teachers using the program's methods and four teachers for the control classes.