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The potential of Supplemental Instruction in engineering education

Malm, Joakim LU ; Bryngfors, Leif LU and Mörner, Lise-Lotte LU (2013) 41th SEFI Conference, 2013 In [Host publication title missing]
Abstract
The results from this study show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams, are higher for students attending SI compared to students not attending. There is also a clear relation between SI attendance and student performance, with higher attendance leading to higher student performances. The study also shows that female students are attending SI at a higher rate than male students. However, both genders seem to benefit to the same degree by attending SI meetings. Also all students, independent of prior academic ability, benefit from attending SI. A qualitative study based on a questionnaire to students attending SI, suggests that SI meetings provide elements... (More)
The results from this study show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams, are higher for students attending SI compared to students not attending. There is also a clear relation between SI attendance and student performance, with higher attendance leading to higher student performances. The study also shows that female students are attending SI at a higher rate than male students. However, both genders seem to benefit to the same degree by attending SI meetings. Also all students, independent of prior academic ability, benefit from attending SI. A qualitative study based on a questionnaire to students attending SI, suggests that SI meetings provide elements missing in other scheduled learning opportunities in the courses, which are important for understanding course material. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Peer learning, Supplemental Instruction
categories
Higher Education
in
[Host publication title missing]
pages
6 pages
publisher
SEFI, Brussels, Belgium
conference name
41th SEFI Conference, 2013
external identifiers
  • Scopus:84938892357
language
English
LU publication?
yes
id
67df369b-4f8d-498f-a580-157c7cd54fda (old id 5472205)
alternative location
http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/45.pdf
date added to LUP
2015-06-11 14:17:12
date last changed
2017-01-01 07:56:10
@inproceedings{67df369b-4f8d-498f-a580-157c7cd54fda,
  abstract     = {The results from this study show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams, are higher for students attending SI compared to students not attending. There is also a clear relation between SI attendance and student performance, with higher attendance leading to higher student performances. The study also shows that female students are attending SI at a higher rate than male students. However, both genders seem to benefit to the same degree by attending SI meetings. Also all students, independent of prior academic ability, benefit from attending SI. A qualitative study based on a questionnaire to students attending SI, suggests that SI meetings provide elements missing in other scheduled learning opportunities in the courses, which are important for understanding course material.},
  author       = {Malm, Joakim and Bryngfors, Leif and Mörner, Lise-Lotte},
  booktitle    = {[Host publication title missing]},
  keyword      = {Peer learning,Supplemental Instruction},
  language     = {eng},
  pages        = {6},
  publisher    = {SEFI, Brussels, Belgium},
  title        = {The potential of Supplemental Instruction in engineering education},
  year         = {2013},
}