Journal ArticleDOI
Supplemental instruction for improving first year results in engineering studies
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TLDR
In this article, the influence of supplemental instruction on the overall academic performance during the first year, for undergraduate engineering students at a Swedish university, was studied and the results showed that students with average and high supplemental instruction attendance do significantly better than students not attending in terms of overall first-year credit performance.Abstract:
Many studies have been made on the impact of supplemental instruction in supported courses, with most showing significantly better examination results for students attending supplemental instruction in comparison to those who do not. However, remarkably little attention has been devoted to following up whether the benefits of supplemental instruction reach beyond the course it supports. The present study focuses on the influence of supplemental instruction on the overall academic performance during the first year, for undergraduate engineering students at a Swedish university. The results show that students with average and high supplemental instruction attendance do significantly better than students not attending in terms of overall first-year credit performance. Students with low, average and high prior academic achievement all benefit from attending supplemental instruction sessions. The data also suggests that the transferable effects of study strategies and skills to non-supplemental instruction cou...read more
Citations
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Domains and predictors of first-year student success: A systematic review
TL;DR: In this paper, the authors developed a conceptual framework consisting of three domains of first-year student success, namely students' academic achievement, critical thinking skills, and social-emotional well-being.
Journal ArticleDOI
Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy
Paul Bruno,Jennifer K. Love Green,Sara L. Illerbrun,Duncan A. Holness,Samantha J. Illerbrun,Kara A. Haus,Sylvianne M. Poirier,Katherine Sveinson +7 more
TL;DR: It is suggested that attending a certain number of sessions may be required to gain a noticeable benefit from the SI program, and that first‐year students (particularly those with a lower level of academic preparedness) would likely stand to benefit from maximally using the program.
Postsecondary peer cooperative learning programs: Annotated bibliography 2018
TL;DR: In this article, the authors examined the effectiveness of an experimental Supplemental Instruction (SI) program that utilized computer-mediated communication (CMC) rather than traditional SI review sessions and found that SI participants had better course grades even though they had acquired fewer academic credits and had, on average, scored lower on their first course exams.
Journal ArticleDOI
Can peer assisted learning be effective in undergraduate mathematics
TL;DR: In this article, the authors report the implementation and evaluation of a peer assisted learning (PAL) scheme designed to reduce the so-called "cooling off" phenomenon in undergraduate mathematics, where mathematics undergraduates lose motivation and interest in their studies, despite having previously actively chosen to study it at higher levels.
References
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Journal ArticleDOI
Breaking the Attrition Cycle: The Effects of Supplemental Instruction on Undergraduate Performance and Attrition.
TL;DR: In this article, the authors describe an academic support program that was found to be effective in addressing the problems of student performance and attrition at an urban institution of eleven thousand students, in order to reduce attrition.
Book ChapterDOI
From Theory to Action: Exploring the Institutional Conditions for Student Retention
TL;DR: In this article, a set of guidelines for the types of actions and policies institution must put into place to increase rates of college completion are presented. But, despite years of effort, we have, in large measure, been unable to translate the promise increased access affords to students, in particular those of low-income and underserved backgrounds, into the reality of 4-year degrees.
Journal ArticleDOI
The basic SI model
TL;DR: A general overview of the SI model is provided, including the SI philosophy, essential components of the program, program structures, key roles, outcomes, and evaluation.
Journal Article
Supplemental Instruction: Short- and Long-Term Impact.
TL;DR: The Supplemental Instruction (SI) program was originally developed at the University of Missouri-Kansas City in courses in the schools of medicine, dentistry, and pharmacy for students who had no apparent academic weaknesses, but who were having academic difficulty in "high risk courses".
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