Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach

Allen, Peter J.; Freitas, Sara de; Marriott, Ross J.; Pereira, Raphael M.; Williams, Cameron; Cunningham, Christopher J. L.; Fletcher, Douglas

doi:10.1016/j.learninstruc.2021.101481

Cited by 7 publications

(3 citation statements)

References 19 publications

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“…Participating students met in a collaborative setting with a near-peer leader once a week in a lowstakes environment to complete problem sets, talk through concepts, and prepare for exams. Prior studies suggest that SI programs improve academic outcomes [2,5] and expand social networks [12]. To the best of our knowledge, this is the first study to not only measure SI attendance, but also account for different levels of engagement during the SI session.…”

Section: Figure 2 Breakdown Of Final Grades: Clustered Bar Count Of L...mentioning

confidence: 94%

“…Multiple studies focused on course grades, GPAs, passing rates, and retention rates as measures of academic outcomes. One study at Curtin University found "SI attendance was significantly and positively associated with students' grades, as well as their odds of passing and retention into the next academic year," [2]. Two studies that analyzed the effects of SI programs in multiple courses both found that the program was especially beneficial for students that previously had low GPAs in high school [3,4].…”

Section: Introductionmentioning

confidence: 99%

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Examining How Supplemental Instruction Impacts Students’ Motivation in Organic Chemistry

Guyot,

Hsu,

Nizomov

et al. 2024

Int. J. Chem. Educ. Res.

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This study investigates the effect of Supplemental Instruction (SI) on students’ motivation and learning outcomes in an introductory Organic Chemistry course for non-majors. SI, conducted by experienced facilitators, offers a range of academic support for students that may include reviewing challenging concepts, working through practice problems, and answering student questions. To assess the impact of SI in this Organic Chemistry course, we measured several parameters: student engagement during SI sessions, exam scores and final course grades, as well as self-reported motivation levels at both the beginning and end of the semester. We performed a linear regression analysis and observed a positive correlation between SI participation and improved performance on certain exams for SI participants. Further analysis showed that student motivation alone could be driving these improvements. These results suggest that while SI may be beneficial for some students, greater emphasis should be placed on ensuring that students are motivated to learn difficult concepts.

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Section: Figure 2 Breakdown Of Final Grades: Clustered Bar Count Of L...mentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Examining How Supplemental Instruction Impacts Students’ Motivation in Organic Chemistry

Guyot,

Hsu,

Nizomov

et al. 2024

Int. J. Chem. Educ. Res.

View full text Add to dashboard Cite

show abstract

“…Several single studies also reported additional positive effects of participation on learning strategies and non-cognitive outcomes (e.g., Dobbie & Joyce, 2008;Ning & Downing, 2010), and one study found some evidence of a mediating role for learning strategies (Ning & Downing, 2010). Given that participation coincides with benefits, but that attendance is voluntary, many studies report attendance rates, and some specifically address how participation can be increased (e.g., Allen et al, 2021).…”

Section: Benefits For Studentsmentioning

confidence: 99%

A systematic review on near-peer teaching in higher education: Training, types of instruction, and outcomes

Dekker,

Thurlings,

Delnoij

et al. 2023

Preprint

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This comprehensive study reviewed the literature on near-peer teaching (NPT) in higher education, synthesizing what is known from 111 empirical, peer-reviewed studies describing how near-peer teachers (NPTs) were trained, what instruction they provided, and the outcomes this yielded for students and NPTs. The vast majority of the studies was conducted in medical or science education and was often called peer-assisted learning, while a minority used supplemental instruction or peer-assisted study sessions. The training for NPTs focused on didactic skills, subject-matter knowledge, or both and was mostly offered before or before and during teaching. The instruction that NPTs provided was problem/case-based, practical, metacognitive, or a combination thereof, and was mostly part of a course. Both students and NPTs consistently evaluated the provided instruction and their experience as positive. The training and the instruction consistently resulted in improved learning outcomes for students and confidence in teaching skills, communication, and leadership for NPTs. The results indicate that NPT is a valued and promising practice in higher education, but a common theoretical model that structures and explains how specific combinations of training, instruction, and outcomes are related is noticeably absent. The current body of literature includes many descriptive and exploratory studies with a myriad of unstandardized outcomes. We present a theoretical model to explain the mechanisms of NPT and formulate practical guidelines for preparing and training NPTs.

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Changes in self-regulated learning profiles during an undergraduate peer-based intervention: A latent profile transition analysis

Jeong

Feldon²

2023

Learning and Instruction

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Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach

Cited by 7 publications

References 19 publications

Examining How Supplemental Instruction Impacts Students’ Motivation in Organic Chemistry

Examining How Supplemental Instruction Impacts Students’ Motivation in Organic Chemistry

A systematic review on near-peer teaching in higher education: Training, types of instruction, and outcomes

Changes in self-regulated learning profiles during an undergraduate peer-based intervention: A latent profile transition analysis

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