The potential of Supplemental Instruction in engineering education: creating additional peer-guided learning opportunities in difficult courses for first year students
(2015) In European Journal of Engineering Education- Abstract
- Supplemental Instruction (SI) can be an efficient way of improving student
success in difficult courses. Here, a study is made on SI attached to difficult
first-year engineering courses. The results show that both the percentage
of students passing a difficult first-year engineering course, and scores on
the course exams are considerably higher for students attending SI,
compared to students not attending. The study also shows that a higher
percentage of female students attend SI, compared to male students.
However, both genders seem to benefit to the same degree as a result
of attending SI meetings. Also all students, independent of prior
academic ability, benefit... (More) - Supplemental Instruction (SI) can be an efficient way of improving student
success in difficult courses. Here, a study is made on SI attached to difficult
first-year engineering courses. The results show that both the percentage
of students passing a difficult first-year engineering course, and scores on
the course exams are considerably higher for students attending SI,
compared to students not attending. The study also shows that a higher
percentage of female students attend SI, compared to male students.
However, both genders seem to benefit to the same degree as a result
of attending SI meetings. Also all students, independent of prior
academic ability, benefit from attending SI. A qualitative study suggests
that SI meetings provide elements important for understanding course
material, which are missing from other scheduled learning opportunities
in the courses. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/8229367
- author
- Malm, Joakim LU ; Bryngfors, Leif LU and Mörner, Lise-Lotte LU
- organization
- publishing date
- 2015
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- engineering education, peer learning, supplemental instruction
- categories
- Higher Education
- in
- European Journal of Engineering Education
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:84946414633
- wos:000381628500006
- ISSN
- 0304-3797
- DOI
- 10.1080/03043797.2015.1107872
- language
- English
- LU publication?
- yes
- id
- c5d5646a-62f5-47b1-9293-32bed2177990 (old id 8229367)
- date added to LUP
- 2016-04-01 11:00:01
- date last changed
- 2022-03-05 00:48:06
@article{c5d5646a-62f5-47b1-9293-32bed2177990,
abstract = {{Supplemental Instruction (SI) can be an efficient way of improving student<br/><br>
success in difficult courses. Here, a study is made on SI attached to difficult<br/><br>
first-year engineering courses. The results show that both the percentage<br/><br>
of students passing a difficult first-year engineering course, and scores on<br/><br>
the course exams are considerably higher for students attending SI,<br/><br>
compared to students not attending. The study also shows that a higher<br/><br>
percentage of female students attend SI, compared to male students.<br/><br>
However, both genders seem to benefit to the same degree as a result<br/><br>
of attending SI meetings. Also all students, independent of prior<br/><br>
academic ability, benefit from attending SI. A qualitative study suggests<br/><br>
that SI meetings provide elements important for understanding course<br/><br>
material, which are missing from other scheduled learning opportunities<br/><br>
in the courses.}},
author = {{Malm, Joakim and Bryngfors, Leif and Mörner, Lise-Lotte}},
issn = {{0304-3797}},
keywords = {{engineering education; peer learning; supplemental instruction}},
language = {{eng}},
publisher = {{Taylor & Francis}},
series = {{European Journal of Engineering Education}},
title = {{The potential of Supplemental Instruction in engineering education: creating additional peer-guided learning opportunities in difficult courses for first year students}},
url = {{http://dx.doi.org/10.1080/03043797.2015.1107872}},
doi = {{10.1080/03043797.2015.1107872}},
year = {{2015}},
}