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• W63854300 abstract "Supplemental Instruction (SI) is a growing student support service used to offer students peer-guided activities to improve course learning. The current research was conducted to answer two research questions: 1) Do those who participate in SI perform better in their courses than those who do not attend SI? 2) Are those who participate in SI more likely to persist at the college for another term, than those who do not attend SI? Performance was compared for students who did or did not attend a session of SI in course sections that offered SI. Participation in SI sessions predicted term GPA (grades in all course taken that term for each student) and pass rates, above and beyond prior GPA. SI did not seem to encourage persistence at the college to the following fall term. Overall, SI is a beneficial program and should be continued and/or expanded. We are in a time of scarce resources; investing in a well-documented program that improves student course performance is critical. ********** Supplemental Instruction (SI) is a growing student support service used to offer students peer-guided activities to improve course learning. Developed first at University of Missouri, the International Center for Supplemental Instruction highlights three goals of SI: 1) Improve student learning; 2) Reduce attrition rates in historically difficult courses; 3) increase graduation rates (University of Missouri, 2007). To achieve the second goal, SI programs target high-risk courses, rather than at-risk students. Additionally, SI is designed to be voluntary. In their review of several academic preparation programs, Simpson, Hynd, Nist and Burrell (1997) describe SI as using an embedded curriculum model, meaning that students learn study skills while they are learning the content of their specific course. SI Leaders are supposed to be trained in learning theory, as well (University of Missouri, 2007). Support for SI Multiple research studies have shown that participation in SI is related to improved academic performance (Congos & Schoeps, 1993; Hays, 2010; ICSI, 2003; Simpson et al., 1997; University of Missouri, 2007), including fewer withdrawals (Congos & Schoeps, 1993; University of Missouri, 2007). Higher persistence rates for students attending SI have also been found (Congos & Schoeps, 1993; University of Missouri, 2007). SI participation is always correlated with other variables, particularly motivation, as attendance is voluntary. Researchers, however, have still found that SI is related to improved grades, even when controlling for preparation level (Congos & Schoeps, 1993; McCarthy & Smuts, 1997), when disaggregating by prior attendance at disadvantaged institutions (McCarthy & Smuts, 1997) or by minority students (Congos & Schoeps, 1993), and when including several variables in a multivariate regression analysis (Hays, 2010). However, McCarthy and Smuts (1997) also found that more academically able students choose to attend SI, and that SI was no longer associated with course success when academic ability was taken into account. Other research has also shown that SI is related to higher graduation rates (Bowles, McCoy, & Bates, 2008; University of Missouri, 2007). Some researchers have tried to control for the voluntary nature of SI attendance in their analyses; Bowles, McCoy, & Bates (2008) used a treatment effects model to control for self-selection into SI (which likely co-varies with student motivation and/or student preparation and study skills), yet still found a relationship between SI attendance and timely graduation. Their findings suggest that ignoring self-selection actually underestimates the effect of SI attendance on achievements. The current research was conducted to answer two research questions: 1) Do those who participate in SI perform better in their courses than those who do not attend SI? 2) Are those who participate in SI more likely to persist at the college for another term, than those who do not attend SI? …" @default.
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• W63854300 date "2012-06-01" @default.
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• W63854300 title "Supplemental Instruction Improves Grades but Not Persistence." @default.
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