Supplemental Instruction and the Performance of Developmental Education Students in an Introductory Biology Course

Moore, Randy; LeDee, Olivia E.

doi:10.1080/10790195.2006.10850184

Cited by 21 publications

(25 citation statements)

References 9 publications

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“…Commander et al (1996) reported that students attending three or more SI sessions for an algebra course during a semester earned one-half to one full letter grade higher than students who did not. The impact of SI is more significant in science courses such as biology (Moore and LeDee 2006) and chemistry (Gattis 2002). Burmeister (1996) found higher course grades for students participating in SI for several different mathematics courses, such as algebra, calculus, and statistics.…”

mentioning

confidence: 99%

Impact of Supplemental Instruction on Business Courses: A Statistical Study

Mitra¹,

Goldstein²

2018

INFORMS Transactions on Education

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Abstract. Many students in quantitative business courses are struggling. One technique designed to support such students is Supplemental Instruction (SI), which is most popular in the science, technology, engineering, and mathematics (STEM) disciplines. In this paper, we show the positive impact of SI on student performance in two bottleneck business courses in a large university. Our evaluation results establish that (i) SI has a statistically significant effect on students' likelihood of passing both courses (after controlling for background variables), (ii) SI is more helpful for students identified as at risk than for those who are not, and (iii) it is important to consistently attend SI sessions for greater success. We also present models to predict consistent student attendance based on background factors with 90% accuracy and conclude with a brief qualitative study about students' self-perception of SI and the professional development attained by SI leaders.

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confidence: 99%

Impact of Supplemental Instruction on Business Courses: A Statistical Study

Mitra¹,

Goldstein²

2018

INFORMS Transactions on Education

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“…Students Receiving D, W, or F Grades Before and After Tutorial Availability percent (Jones and Fields 2001), and higher than the average of 27 percent for voluntary participation in supplemental instruction with Principles of Accounting (Etter et al 2000). While some studies suggest that stronger students self-select into voluntary supplemental instruction (Simpson et al 1997;Xu et al 2001;Moore and LeDee 2006;Moore 2008), 61.0 percent of low achievers in this study used the tutorials. Furthermore, the low achievers, who viewed the tutorials on average 31.30 times, were just as active as higher achievers, who averaged 31.05 tutorial views.…”

Section: Figurementioning

confidence: 58%

“…Motivating effort may be one of the key issues in introductory accounting courses, especially since most students are non-majors, whose level of interest may be low. It is an even greater problem for weak or less confident students, who may need extra support, but do not want the stigma attached to remedial work and are therefore hesitant to ask for help Knapp 1988, 1991;Moore and LeDee 2006;Fayowski and MacMillan 2008). Techniques for motivating introductory accounting students include offering novel ways to learn and giving immediate feedback (Greer 2001;De Lange et al 2003;Marriott and Lau 2008), although one study claimed that without significant course credit, students will not complete extra work voluntarily (Elikai and Baker 1988).…”

Section: Inadequate Motivationmentioning

confidence: 99%

Improving Retention for Principles of Accounting Students: Ultra-Short Online Tutorials for Motivating Effort and Improving Performance

Sargent¹,

Borthick²,

Lederberg³

2011

Issues in Accounting Education

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As student learning outcomes and retention receive more attention in higher education, failure rates in principles of accounting courses, gate-keeper courses for business majors, are coming under scrutiny. This study shows promising results from use of a learning innovation, ultra-short online videos, for addressing three common reasons for poor performance: intimidating class environments, low aptitude, and low motivation. For students at all achievement levels, tutorial use rates were above 60 percent, even though there was no course credit for viewing them. Students using the tutorials had significantly lower course drop rates and better pass rates. Tutorial use was correlated with higher exam scores, although the effect was moderate. Based on analysis of the two-year periods before and after implementation, the use of tutorials was correlated with higher course grades. Tutorial use remained at high levels two years after implementation even without instructors encouraging students to use them.

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“…Examining the link between attendance and final grades in political science courses across three universities, Tiruneh (2007Tiruneh ( , 2013 finds evidence that more class attendance enhances final grades. Indeed, numerous empirical studies confirm a significant link between class attendance and grades (e.g., Brocato 1989;Clump, Bauer, and Whiteleather 2003;Hancock 1994;Jones 1984;Krieg and Uyar 1997;Launius 1997;Moore 2003Moore , 2005Park and Kerr 1990;Rochelle and Dotterweich 2007;Romer 1993;Urban-Lurain and Weinshank 2000;Wiley 1992). A few studies, however, do find that class attendance has little to no influence on course grades, but this is largely among at-risk college students (see Berenson, Carter, and Norwood 1992;Chung 2004).…”

Section: Attendancementioning

confidence: 95%

Class Size and Academic Achievement in Introductory Political Science Courses

Towner

2016

Journal of Political Science Education

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Research on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size -a small section versus a large section -in introductory political science courses on student grades in two comparable semesters. It is expected that students in the small-class section will perform significantly better on exams than students in the large-class section. The empirical analyses demonstrate, however, that class size does not significantly influence grades. Instead, prior political science knowledge, ACT scores, and course attendance significantly and positively influence student exam grades as well as final course grades. ARTICLE HISTORY

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Supplemental Instruction and the Performance of Developmental Education Students in an Introductory Biology Course

Cited by 21 publications

References 9 publications

Impact of Supplemental Instruction on Business Courses: A Statistical Study

Impact of Supplemental Instruction on Business Courses: A Statistical Study

Improving Retention for Principles of Accounting Students: Ultra-Short Online Tutorials for Motivating Effort and Improving Performance

Class Size and Academic Achievement in Introductory Political Science Courses

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