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Supplemental instruction for improving first year results in engineering studies

På svenska

Author

Summary, in English

Many studies have been made on the impact of supplemental instruction in supported courses, most show 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 supplemental instruction 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 courses are substantial for supplemental instruction attendees, leading to better results in these courses.

Publishing year

2012

Language

English

Pages

655-666

Publication/Series

Studies in Higher Education

Volume

37

Issue

6

Document type

Journal article

Publisher

Taylor & Francis

Topic

  • Engineering and Technology

Keywords

  • SoTL
  • engineering studies
  • supplemental instruction
  • first-year experience

Status

Published

ISBN/ISSN/Other

  • ISSN: 0307-5079