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Quantifying the soft power of SI

Holmer, Arthur LU (2017) In Supplemental Instruction Journal 3(1). p.80-94
Abstract
Supplemental Instruction is one of the most successful programmes of peer-assisted study in existence. Numerous studies show that SI attendance correlates with student achievement, regardless of the level of knowledge of the student prior to commencing their studies. The present study, from Humanities at Lund University, Sweden, outlines a method for gauging the effect of SI on soft values such as study attitudes, confidence, and self-reported study skills. To eliminate the effect of different backgrounds, the study is based on 388 pairs of two questionnaires (before and after the semester) and SI attendance is correlated with the change
in the self-reported values, rather than with the final absolute value.... (More)
Supplemental Instruction is one of the most successful programmes of peer-assisted study in existence. Numerous studies show that SI attendance correlates with student achievement, regardless of the level of knowledge of the student prior to commencing their studies. The present study, from Humanities at Lund University, Sweden, outlines a method for gauging the effect of SI on soft values such as study attitudes, confidence, and self-reported study skills. To eliminate the effect of different backgrounds, the study is based on 388 pairs of two questionnaires (before and after the semester) and SI attendance is correlated with the change
in the self-reported values, rather than with the final absolute value. It is shown that issues dealing with study skills and strategies correlate more closely with SI-attendance than do psychological issues such as
ambition and confidence. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
categories
Higher Education
in
Supplemental Instruction Journal
volume
3
issue
1
pages
80 - 94
language
English
LU publication?
yes
id
62288a99-8792-4cc5-90d0-3933ff3588aa
alternative location
https://info.umkc.edu/si/wp-content/uploads/2017/12/Compressed-siJ-Volume-Three-Issue-One.pdf#page=80
date added to LUP
2018-01-11 17:13:06
date last changed
2018-01-12 15:07:34
@article{62288a99-8792-4cc5-90d0-3933ff3588aa,
  abstract     = {Supplemental  Instruction  is  one  of  the  most  successful  programmes  of  peer-assisted  study  in existence. Numerous  studies  show  that  SI  attendance  correlates  with  student  achievement,  regardless  of  the  level  of knowledge of the student prior to commencing their studies. The present study, from Humanities at  Lund University, Sweden, outlines a method for gauging the effect of SI on soft values such as study attitudes, confidence, and self-reported study skills. To eliminate the effect of different backgrounds, the study is based on 388 pairs of two questionnaires (before and after the semester) and SI attendance is correlated with the change<br/>in the self-reported values,  rather than with the final absolute value. It is shown that issues dealing with study skills and strategies correlate more closely with SI-attendance than do psychological issues such as <br/>ambition and confidence. },
  author       = {Holmer, Arthur},
  language     = {eng},
  number       = {1},
  pages        = {80--94},
  series       = {Supplemental Instruction Journal},
  title        = {Quantifying the soft power of SI},
  volume       = {3},
  year         = {2017},
}