Journal Press India®

ELSE: A Novel Framework for Academically Weak Students in STEM Courses

Vol 3 , Issue 2 , July - December 2023 | Pages: 1-23 | Research Paper  

https://doi.org/10.17492/computology.v3i2.2301


Author Details ( * ) denotes Corresponding author

1. * Deepa Joshi, Assistant Professor , School of Computer Science , UPES, Dehradun , Uttarakhand, India (deepajoshi117@gmail.com)
2. Anurag Jain, Associate Professor, School of Computer Science, UPES, Dehradun, Uttarakhand, India (anurag.jain@ddn.upes.ac.in)
3. Vidyanand Mishra, Assistant Professor, School of Computer Science, UPES, Dehradun, Uttarakhand, India (vidyanand.mishra@ddn.upes.ac.in)
4. Neelu Jyothi Ahuja, Professor, School of Computer Science, UPES, Dehradun, Uttarakhand, India (neelu@ddn.upes.ac.in)
5. Sunil Rai, Professor, Chancellor, UPES, Dehradun, Uttarakhand, India (drsunilrai2017@gmail.com)

This research introduces the Extra Learning Support for Excellence (ELSE) framework, designed to address the learning gaps experienced by students struggling in STEM courses. Conducted in two phases (2019 and 2021), the study explored targeted interventions to improve academic performance. Phase I implemented a four-week pilot program for first and second-year computer science and engineering students, featuring additional subject-specific study sessions led by experts. Notably, students attending over 80% of these sessions demonstrated significant improvement (average increase of 18.83%, 16.33%, and 18.15%). Building on this success, Phase II incorporated project-based learning, assigning academically challenged students as project leads to foster collaboration and practical skills. This shift yielded encouraging results, with students recording an average growth of 17.49%, 23.08%, 15.87%, 12.19%, and 14.3% in five key STEM courses. The research further proposes enriching the ELSE framework by integrating industry-based projects and inviting industry professionals to lead sessions. This collaboration aims to expose students to real-world challenges, develop key competencies, and prepare them for the dynamic demands of the professional STEM landscape. In conclusion, the ELSE framework, through its phased approach and focus on project-based and industry-oriented learning, emerges as a promising strategy to bridge educational gaps and cultivate well-rounded, competent STEM professionals.

Keywords

Remedial Classes; Tertiary Education; STEM Course; Higher Education; ELSE

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