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Supplemental instruction for improving first year results in engineering studies

Malm, Joakim LU ; Bryngfors, Leif LU and Mörner, Lise-Lotte LU (2012) In Studies in Higher Education 37(6). p.655-666
Abstract
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... (More)
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. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
SoTL, engineering studies, supplemental instruction, first-year experience
categories
Higher Education
in
Studies in Higher Education
volume
37
issue
6
pages
655 - 666
publisher
Taylor & Francis
external identifiers
  • wos:000308979400002
  • scopus:84866677817
ISSN
0307-5079
DOI
10.1080/03075079.2010.535610
language
English
LU publication?
yes
id
221b0195-3e8c-4b6f-b551-5ecd6fad2d3f (old id 1713486)
date added to LUP
2010-11-05 08:03:01
date last changed
2017-10-22 04:27:57
@article{221b0195-3e8c-4b6f-b551-5ecd6fad2d3f,
  abstract     = {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.},
  author       = {Malm, Joakim and Bryngfors, Leif and Mörner, Lise-Lotte},
  issn         = {0307-5079},
  keyword      = {SoTL,engineering studies,supplemental instruction,first-year experience},
  language     = {eng},
  number       = {6},
  pages        = {655--666},
  publisher    = {Taylor & Francis},
  series       = {Studies in Higher Education},
  title        = {Supplemental instruction for improving first year results in engineering studies},
  url          = {http://dx.doi.org/10.1080/03075079.2010.535610},
  volume       = {37},
  year         = {2012},
}