An evaluation of the Supplemental Instruction programme in a first year calculus course

Fayowski, Vivian; MacMillan, Peter D.

doi:10.1080/00207390802054433

Cited by 50 publications

(47 citation statements)

References 12 publications

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“…Moreover, SI significantly enhances reasoning and problem-solving skills (Shaya et al 1993) as well as increasing retention (Lyle and Robinson 2003), GPA (Fayowski and MacMillan 2008), and graduation rates (Bowles et al 2008, Congos 2003, specifically in STEMrelated fields (Peters et al 2007). In addition, SI provides students the training necessary to learn and assimilate the study skills that will help them in later semesters (Fayowski andMacMillan 2008, Peters et al 2007). Congos (2003) also reported that SI participants tend to persist and re-enroll in classes at a higher rate than those who do not participate in SI.…”

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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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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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“…There have been many studies focusing on the effectiveness of SI (Coletti et al, 2014;Fayowski & MacMillan, 2008;Kilpatrick, Savage & Wilburn, 2013;Latino & Unite, 2012;Malm, Bryngfors & Mörner, 2012;Okun, Berlin, Hanrahan, Lewis & Johnson, 2015;Summers et al, 2015;Terrion & Daoust, 2011). In a systematic review of the relevant literature between 2001 and 2010, Dawson, Van der Meer, Skalicky and Cowley (2014) found that SI participation is correlated with improved performance as well as lower failure and withdrawal rates.…”

Section: Supplemental Instruction Modelmentioning

confidence: 99%

From Inky Pinky Ponky to Improving Student Understanding in Assessment: Exploring the Value of Supplemental Instruction in a Large First-Year Class

Erasmus

2017

JSAA

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“…Although there are gender differences in attitudes towards SI, it has been reported that both male and female students benefit equally from SI. [18] To explore such issues we previously have examined what "trigger points" led students to take advantage of resources available for SI and how these trigger points correlated with grades. In both the fall of 2012 and 2013 females on average sought out extra help when they had a grade of B.…”

Section: Gender Differences In Use Of Simentioning

confidence: 99%

The Impact of Supplemental Instruction on the Performance of Male and Female Engineers in a Freshman Chemistry Course

Wisniewski¹,

Shapiro²,

Kaeli³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Emily is a senior chemical engineering student at Northeastern University with a minor in biochemical engineering. She has been a chemistry tutor for freshman engineering students for the past three years. Miss Rachel Lauren Shapiro, Northeastern UniversityRachel Shapiro is a third year undergraduate student studying chemical engineering at Northeastern University. She has been involved in the Connections Chemistry Review program for the past 2 years. Rachel works in a chemical engineering lab on campus, has held a co-op position at Davol, Inc. and will be completing another co-op with Entrega Biosciences. Ms. Emma Kaeli, Northeastern UniversityEmma Kaeli is a second-year undergraduate student at Northeastern University, majoring in chemical engineering and pursuing a minor in mathematics. Outside of class, Kaeli works as a chemistry tutor and class grader, and she participates in undergraduate research in a materials science laboratory on campus. She also has held an engineering co-op position with Rogers Corporation's Innovation Center. Ms. Kristen Barbara Coletti, Georgia Institute of TechnologyKristen Coletti is recent graduate of Northeastern University. She received her BS in Chemical Engineering in 2014 and was involved in the Connections Chemistry Review program for over 5 years. Kristen is currently pursuing her Master's Degree in Mechanical Engineering at Georgia Tech, while working full time as an engineer in the Edison Engineering Development Program at GE Power & Water.Dr. Paul A. DiMilla, Northeastern University Paul A. DiMilla is an Associate Academic Specialist in Chemistry & Chemical Biology and Chemical Engineering at Northeastern University. During his academic career at Carnegie Mellon University, Boston University, and Olin College he has been the recipient of the first Whitaker Young Investigator Award from the BMES, a Searle Scholar Award, and an Early Career Development Award from the NSF as well as a three-time recipient of the Omega Chi Epsilon Outstanding Faculty Award from the Northeastern Student Affiliate of AIChE. He also has led industrial R&D teams at Organogenesis Inc. and Polymerix Corporation developing tissue-engineered medical products and drug-generating biodegradable polymers, respectively, and has co-founded Automated Cell, Inc. In addition to being an inventor on 11 issued US patents, he has published the textbook General Chemistry for Engineers with Cognella Academic Publishing. Ms. Rachelle Reisberg, Northeastern University The Impact of Supplemental Instruction on the Performance of Male and Female Engineers in a Freshmen Chemistry Course AbstractThis study investigates the connection between the use of supplemental instruction (SI) by engineering students and their performance in a required first year general chemistry course. SI includes group and one-on-one peer tutoring as well as instructor and teaching assistant office hours. Previous research has shown that participation in SI correlates with higher course grades, more confidence in course material, greater ma...

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An evaluation of the Supplemental Instruction programme in a first year calculus course

Cited by 50 publications

References 12 publications

Impact of Supplemental Instruction on Business Courses: A Statistical Study

Impact of Supplemental Instruction on Business Courses: A Statistical Study

From Inky Pinky Ponky to Improving Student Understanding in Assessment: Exploring the Value of Supplemental Instruction in a Large First-Year Class

The Impact of Supplemental Instruction on the Performance of Male and Female Engineers in a Freshman Chemistry Course

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