INTRODUCING REMEDIATION ASSIGNMENTS INTO STEM COURSES TO IMPROVE STUDENT RETENTION AND SUCCESS

Authors

Arlenda P. Murphy, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
Kathy V. Garrison, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
MaryGeorge L. Whitney, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
Becky L. Fiorillo, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
Laurie Shepard, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
Cindy M. Robertson, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
Joseph D. Ametepe, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
Stacy Jones, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
Martin L. Gerson, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
Jenny Kerven, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow
Charles Pibel, Georgia Gwinnett College, Lawrenceville, GA, 30043Follow

Abstract

Student success and persistence in STEM courses remain critical challenges, particularly in gateway classes where high D, F, and withdrawal rates are common. This study examines whether targeted remediation assignments can improve performance and retention across three disciplines: mathematics, exercise science/physical education (PE), and biology. In mathematics, many first-year students struggle due to misconceptions about college-level expectations and inadequate preparation. To address this, faculty will offer in-depth unit reviews after each exam, allowing students to earn back up to half of the missed points on their test while reinforcing mastery of core concepts. The required Health & Wellness course, a one-credit PE course, is often underestimated by students, leading to inconsistent attendance and missed assignments. Faculty will provide supplemental study materials and opportunities for grade recovery that reinforce positive academic habits. These strategies aim to promote self-correction, build confidence, and establish a productive tone early in the semester. Online PE courses present a different challenge: students often lack engagement and confidence in practicing skills independently without face-to-face guidance. This project introduces an early-semester intervention where students complete a skill check, receive personalized feedback, and create an improvement plan. The goal is to see if this simple intervention helps students understand their strengths and weaknesses, stay motivated, and build better habits in an online PE setting. In Anatomy and Physiology II, low exam scores frequently stem from ineffective preparation. Because early performance is often a strong predictor of final grades, faculty will implement exam corrections after the first test to help students identify weaknesses, adjust their study strategies, and build confidence for subsequent assessments. By comparing outcomes across these disciplines, this study aims to determine whether structured remediation activities can enhance learning, persistence, and overall success in STEM courses. Findings will inform best practices for supporting students in various academic contexts.

Recommended Citation

Murphy, Arlenda P.; Garrison, Kathy V.; Whitney, MaryGeorge L.; Fiorillo, Becky L.; Shepard, Laurie; Robertson, Cindy M.; Ametepe, Joseph D.; Jones, Stacy; Gerson, Martin L.; Kerven, Jenny; and Pibel, Charles (2026) "INTRODUCING REMEDIATION ASSIGNMENTS INTO STEM COURSES TO IMPROVE STUDENT RETENTION AND SUCCESS," Georgia Journal of Science, Vol. 84, No. 1, Article 136.
Available at: https://digitalcommons.gaacademy.org/gjs/vol84/iss1/136