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Cognitive, demographic, and motivational factors as indicators of help-seeking in supplemental instruction
Abstract
The purpose of this study was to determine how cognitive, demographic, and motivational factors can be used to understand help-seeking behavior in college students. Specifically, the study examined engagement in Supplemental Instruction (SI) of undergraduate students at Texas A&M University. An additional purpose of the study was to determine the efficacy of SI. The sample for the study was 2,407 undergraduate students who were enrolled in eight randomly selected courses at Texas A&M University in the spring 2004 semester. Students enrolled in multiple course sections were eliminated from the study. The revised sample consisted of 2,297 students. Data collected for all students in the sample included student demographic information, SI attendance and participation, and final course grades. Students were also requested to complete an on-line survey instrument containing a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and questions related to parent education and household income. Ultimately, 1,003 students from the revised sample submitted surveysfor a response rate of 43.7%. Based on attendance data and participation ratings, students were classified into three engagement groups for subsequent data analysis: high engagement, low engagement, and non-SI. The following were among the major findings from the study: ?? Hispanic students were significantly more engaged in SI than their White peers. ?? Engagement in SI was inversely related to grade level classification. ?? SI participants had significantly lower mean SAT math and verbal scores than students who did not attend SI. ?? The motivational variables as a set had a statistically significant relationship with SI engagement. ?? Extrinsic motivation, organization, academic self-efficacy, control beliefs, help-seeking, and peer learning were the motivational scales which best predicted SI engagement. ?? Students who were highly engaged in SI had significantly higher mean final course grades than either non-participants or low engagement students even controlling for differences in SAT scores, cumulative grade point average, and motivation. The study helps provide some insight into the dynamics of academic help-seeking. It also contributes to the growing body of evidence which shows that SI is an effective intervention for improving student success in traditionally difficult courses.
... Students report often that PASS sessions clash with other commitments, are scheduled at inconvenient times, or they report having a dislike of the collaborative nature of PASS, and feelings of threat or discomfort associated with working with peers (Blunt 2008;Ginty and Harding 2014;Worthington et al. 1997). Non-attendance has also been associated with several demographic and motivational factors, like decreased learning commitment (McGee 2005). Moreover, only a small fraction of students who do attend, attend at a level that could be considered 'regular' (Allen et al. 2017). ...
... It is well established that these motivation types affect learning and study behaviour (Kusurkar et al. 2011(Kusurkar et al. , 2006Vansteenkiste et al. 2004), and they may explain engagement with PASS attendance. Academic motivation has shown to be a predictor of PASS attendance, such that students with higher motivational levels were more likely to engage in PASS (McGee 2005). However, McGee (2005) measured academic motivation differently than suggested by the selfdetermination theory; he assessed six specific constructs: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and test anxiety. ...
... The first purpose of this study was to test the predictability of the TPB on PASS attendance by testing whether the theory can predict PASS attendance and subsequently students' academic performance. The second aim was to assess the role of students' motivation within the TPB, i.e. can intrinsic motivation predict PASS attendance and close the intention-behaviour gap as well as directly predict students' academic performance, as found in previous studies (Allen et al. 2017;Dawson et al. 2014;McGee 2005). At last, this study intended to test whether students' testimonials based on the TPB framework can improve PASS attendance and subsequently improve students' academic performance. ...
Peer-assisted study sessions (PASS) are an international, widely adopted, supplementary instruction programme that has shown to have multiple academic benefits for students. However, PASS attendance rates across the world are typically very low, and the reasons for this are unclear. (1) To test the predictability of the theory of planned behaviour (TPB) on PASS attendance and subsequently students’ academic performance; (2) To assess the role of students’ motivation within the TPB; e.g. can motivation close the intention–behaviour gap and (3) To test whether a large-scale intervention based on the TPB can improve PASS attendance and subsequently improve students’ academic performance. TPB measures, academic motivation, PASS attendance, and final unit grade were assessed three times pre-intervention across two Australian universities (N = 965) and modelled using latent variable analysis. The intervention consisted of a series of ‘PASS Facts’ delivered to students (total N = 2087) via multiple media. The findings showed that the TPB predicted PASS attendance and performance. Academic motivation predicted performance, but it did not close the intention–behaviour gap nor moderate the PASS attendance–performance relationship. Furthermore, in all three implementations, the interventions did not increase the theoretical constructs. The TPB is useful for predicting PASS attendance and can be extended to predict students’ performance. Future research should investigate factors other than academic motivation to attempt to close the intention–behaviour gap. Future research may also develop a more active intervention, wherein students can practice a skill (i.e. time management) instead of passively receiving messages.
... In light of the common problem of low participation in taught classes across HE (Moore et al., 2008;Massingham and Herrington, 2006), for students in this study PASS was beneficial in motivating their participation in peer learning and independent study. CoP concept identifies motivation as a by-product of participation in a CoP (Lave and Wenger, 1991), suggesting the potential for PASS to motivate, not just the motivated students (McGee, 2005), but also the less enthused and engaged students, particularly internationals who might be unfamiliar with peer learning or group work. ...
There is growing interest in understanding how international students can best be enabled to adjust to, participate in and learn within Higher Education (HE). This paper explores literature and examines findings from exploratory interviews in a UK institution in order to investigate the contribution the Peer Assisted Study Sessions (PASS) scheme makes to this process.Interviews with international students were analysed using Lave and Wengerââ¬â¢s (1991) social-learning model, Communities of Practice (CoP), for exploring the role of PASS in supporting international studentsââ¬â¢ transition and learning in HE. Using themes of community, practice and participation, findings illuminated the role of PASS in providing international students with an intermediary CoP, providing transition support into the CoP on their course and university life. PASS facilitated their social integration with students of other nationalities, developing relationships with peers and PASS leaders, contributing to an increased sense of belonging to a community. Through the mutual engagement of attendees and leaders, students developed shared language, values and practices relating to their discipline and studying in UK HE. Established PASS leaders shared first year experiences with ââ¬Ënewcomerââ¬â¢ international students, supporting their transition into UK HE culture and enabling their legitimate peripheral participation to develop further. Participation in PASS fostered studentsââ¬â¢ engagement with learning activities and independent study habits. Limitations to the study and suggestions for further research are discussed.
... Institutions of higher education have been experiencing declining net enrollment in the United States, while the number of Latinx students has been increasing. Latinx students and students from other historically underrepresented backgrounds, such as Black or African American students and firstgeneration students of any race or ethnicity, may especially benefit from peer-based learning programs (McGee, 2005;Meling et al., 2013;Meling, 2012;Okun et al., 2015;Summers et al., 2015;Sweat et al., 2013), such as SI, that has shown to help students improve their grades (see Dawson et al., 2014 for a summary). They also help institutions retain students and increase graduation rates (Blanc et al., 1983;Congos, 2001;Grillo & Leist, 2013). ...
This research examines the role of Supplemental Instruction in assisting students at a small Hispanic-Serving Institution (HSI) in the Southwest United States to improve their final grades in a required statistics course for criminal justice majors. Data collected over three semesters were analyzed using multivariate regression to test if participation in Supplemental Instruction moderates the relationship between race, ethnicity, and final grades earned, with Latinx students and students from other historically underrepresented racial and ethnic groups especially benefitting from SI participation. We find positive interactions for race, ethnicity, and final grades; however, the interaction term is only statistically significant for students from other, non-Latinx underrepresented racial and ethnic groups. These students attended SI most frequently, derived the most benefits from their participation, and were also notably the most underrepresented in the institution and the course. We go on to discuss evidence-based recommendations that SI and other collaborative learning programs may consider if their goal is to move toward servingness by improving equity in performance and academic success outcomes across students from diverse backgrounds.
... Although the better course results for the low SI-attendance group are not statistically significant, the difference in student success compared to the group that did not attend SI is big enough to suggest that even these students benefitted from the times they participated in SI sessions. However, there is a weak tendency showing that students attending SI had a higher math grade average from high school in general, significant at the weakest level between the high-attendance SI group and the non-attendance group (this result is different from some other studies that have shown weaker preentry characteristics for SI attendees: e.g., Congos & Schoeps, 1993;Hensen & Shelley, 2003;McGee, 2005;Rath, Peterfreund, Xenos, Bayliss, & Carnal, 2007). To minimize this effect we divided the students as "weak", "average", or "strong" based on their average mathematics grade from high school. ...
Supplemental Instruction (SI) is today a well-known academic assistance program that provides help for students in "difficult" courses. SI has repeatedly been shown to decrease the percentage of failures in the course as well as increasing course grades for students who attended SI sessions. Although SI is open for all students, its main objective is to come to terms with students' high failure rates and retention problems. And even if SI has been shown to reduce failure rates and increase re-enrollment figures, surprisingly few studies have been devoted to determine how well it benefits students with different prior academic ability. These studies tend to show that "weaker" students benefit from SI. The results for "average" and "strong" students are not as clear. The present study focuses on the benefit of SI for "weak", "average," and "strong" first-year engineering students in a calculus course. The results show that all three groups benefit from SI and that the failure rates among students with low prior mathematics achievement who had high SI attendance are almost as low as for students with high prior mathematics achievement who do not attend SI.
... This is also reflected in Table 2, which shows the percentage of students who were enrolled in a PSI-supported course and attended at least one PSI session, separated according to students' self-identified race/ethnicity. The fact that students identifying with HU groups were slightly more likely to attend PSI is in agreement with other reports (Kudish et al., 2016;McGee, 2005;Moore & LeDee, 2006;Peterfreund et al., 2008). The racial/ethnic demographic distribution for PSI attendees remained very similar when analyzed according to frequency of attendance (Fig. 2b), indicating that frequency of attendance was similar for students identifying with all races/ethnicities. ...
Background
Supplemental instruction (SI) is a well-established mode of direct academic support, used in a wide variety of courses. Some reports have indicated that SI and similar peer-led academic support models particularly benefit students identifying with historically underserved racial/ethnic groups in STEM. However, these studies have not explicitly examined the role of prior academic experiences, an important consideration in college success. We report on the impact of a modified SI model, Peer Supplemental Instruction (PSI), on student success in introductory STEM courses at a diverse access institution. This study focuses on PSI’s impact on the academic performance of students identifying with historically underserved racial/ethnic groups, while also considering the effects of prior academic experiences.
Results
Data were aggregated for nine courses over five semesters to produce a robust data set ( n = 1789). PSI attendees were representative of the overall student population in terms of previous academic experiences/performance (as determined by high school GPA) and self-identified racial/ethnic demographics. Frequent PSI attendance was correlated with a significant increase in AB rates (average increase of 29.0 percentage points) and reduction in DFW rates (average decrease of 26.1 percentage points) when comparing students who attended 10 + vs. 1–2 PSI sessions. Overall, students identifying as Black/African American received the largest benefit from PSI. These students experienced a significant increase in their final course GPA when attending as few as 3–5 PSI sessions, and exhibited the largest increase in AB rates (from 28.7 to 60.5%) and decrease in DFW rates (from 47.1 to 14.8%) when comparing students who attended 10 + vs. 1–2 sessions. However, students with similar HS GPAs experienced similar benefits from PSI, regardless of self-identified race/ethnicity.
Conclusions
The data presented here suggest that PSI particularly benefitted underprepared students in their introductory STEM courses. Since students identifying with historically underserved racial/ethnic groups have traditionally had inequitable K–12 educational experiences, they enter college less prepared on average, and thus particularly benefit from PSI. PSI, in conjunction with additional strategies, may be a useful tool to help rectify the results of systemic educational inequities for students identifying with historically underserved racial/ethnic groups.
... Comparison of each component of research help-seeking in male and female residents revealed that there was no significant difference between the two groups in terms of research help-seeking aspects. is finding is consistent with those of previous studies [19,20] which indicated that there is no significant relationship between gender and academic help-seeking. However, this result is inconsistent with those of previous studies [15,35,36] which showed that female students are more likely inclined to use adaptive helpseeking. It seems that the role of other demographic variables should be considered in explaining gender differences. ...
Background and Objectives. Considering the undeniable role of the help-seeking strategy in learning research skills, this study aimed to examine the situation of research help-seeking among ophthalmology residents of Mashhad University of Medical Sciences (MUMS), Mashhad, Iran. Materials and Methods. This descriptive cross-sectional study was performed on all ophthalmology residents of MUMS (n = 46). A validated research help-seeking scale was used to collect the required data. The scale consisted of 29 items and assessed the three dimensions of avoidance of help-seeking, adaptive help-seeking, and perceived benefit of help-seeking. The answers were scored based on a six-point Likert scale. Results. In total, 41 residents who responded to the electronic version of the research help-seeking scale were selected through convenience sampling. In the axes of help-seeking avoidance and perceived benefit of help-seeking, indexes were in the upper-middle level, while in the adaptive help-seeking axis, it was in the lower-middle level. Based on the results, gender and academic year of residency had no effect on research help-seeking aspects in the participants. However, age had a positive and significant correlation with the perceived benefit of help-seeking. Conclusion. Research help-seeking in residents of ophthalmology of MUMS in all three axes was around the middle level, and it is recommended that university officials and professors encourage residents use adaptive help-seeking strategy during their residency to improve their research skills.
... While tutoring remains a prevalent service at many institutions, additional academic support services began to be offered (Arendale, 1994). Due to enrollment growth and changes in student needs across higher education, learning centers were established to provide an array of activities and services for promoting students' academic success (McGee, 2005). With the incorporation of concepts and strategies from psychology, sociology, and student development theory, learning centers have worked to change the message to students, as many communicate that all students can use academic support to achieve academic success (Zimmerman, 2001). ...
Many colleges and universities seek to promote student success through targeted strategies for individuals or groups of students who are believed to have a higher risk of attrition. Taking a different focused approach, Supplemental Instruction (SI) provides voluntary collaborative learning sessions that are generally linked to specific undergraduate courses with a high percentage of students who either receive low grades or do not complete the course. Although a substantial body of literature has examined the outcomes associated with SI, many of these studies have notable methodological limitations, which include problems with student self-selection into SI participation. The present study examined the effects of SI using doubly robust propensity score analyses with a total of 12,641 observations from 21 different courses across 2 semesters. In both semester samples, SI participation led to higher course grades and retention. The strongest relationships were often observed for underrepresented racial minority students and for students who attended at least five SI sessions. The results did not differ systematically by students’ sex, first-generation status, high school grades, and precollege standardized test scores. The findings have important implications for the use of SI to help students overcome challenges within early college coursework.
... 7 A 2004 study done at Texas A&M University demonstrated that students who were more engaged in supplemental instruction had significantly lower self-efficacy, but achieved higher final course grades. 7 The personality of the tutor is also an important factor students consider when seeking extra help. 5 Students feel that traits associated with a good tutor are empathy, patience, sensitivity, diplomacy, friendliness, intuitiveness, supportiveness, responsiveness, and care. ...
This study examines the factors that are most important from the perspective of a first year engineering student in utilizing supplemental instruction in a required introductory course in general chemistry. Prior studies have indicated a strong correlation between success in a course and utilization of supplemental instruction, especially for students under-represented in engineering. Supplemental instruction includes peer tutoring, instructor office hours, review sessions, study groups, and other programs to assist students outside of the classroom. Based on the demonstrated success of supplemental instruction programs developed for women in engineering, the College of Engineering at Northeastern University expanded the programs to all engineering freshmen (male and female). Review sessions for a course in general chemistry for engineers led by upper-class women tutors studying chemical engineering were particularly successful. Tutors attended instructors’ chemistry lectures and served as role models to support and encourage freshmen in this challenging first year course. Although the program has been run successfully for a number of years, with typically 60% of female engineering freshmen enrolled in chemistry attending, the team of tutors, course coordinator, and program advisors sought to increase student participation. Our current research is directed towards understanding what causes students to utilize supplemental instruction.
To understand the factors influencing student participation in supplemental instruction, first year engineering students in the Fall 2012 offering of General Chemistry for Engineers were asked to complete a survey at the beginning and again at the end of the semester. For most students enrolled in this course, this semester is their first in college. Both surveys were completed by 221 students (51 females and 170 males) for a response rate of 54% (i.e. 221 survey participants out of 407 total students who were enrolled and completed the first year required chemistry course). This response rate was reasonable considering students under the age of eighteen were not permitted to complete the survey. In addition, a 54% response rate was comparable to the response rate of similar surveys conducted in past years. Students who elected not to participate in the surveys had a similar male to female ratio as that of survey participants.
The pre-survey included questions about a student’s previous experience with tutoring in high school and his/her likelihood to utilize extra resources at the college level. It also included questions to uncover the “trigger point” at which a student decides they will seek additional help. Not surprisingly, women had a higher trigger threshold than men (course grades of A or B for women versus B or C for men on average). Both male and female students saw convenience as a main factor determining whether or not they used supplemental instruction. They indicated that frequency, time, and location of tutoring sessions were the most important factors. The tutor’s depth of understanding and ability to explain material well were also key factors that motivated students to continue to attend tutoring sessions. Students felt most comfortable receiving help from tutors who were closer to them in educational background. As a result, students were most likely to seek tutoring from friends and other undergraduate students and least likely to seek tutoring from their instructor or other faculty members.
... Limited research has focused on why students elect not to attend peer assisted study sessions, despite their demonstrable benefits. McGee (2005) found motivational factors to be the best predictors of attendance, while Ginty and Harding (2014), Worthington et al. (1997), and Hodges (1997) all indicated that the non-attendees in their samples believed that peer assisted study sessions were unnecessary, or a waste of time. Hodges (1997;Hodges et al., 2001) attributed this belief, at least partially, to these students' unrealistic perceptions regarding their academic abilities. ...
Peer-assisted study session attendance is associated with multiple indicators of student success. However, attendance levels are generally low. We applied an extended theory of planned behaviour model, incorporating student role identity, to the prediction of peer-assisted study session attendance. Participants were 254 undergraduate students enrolled in 24 peer-assisted study session supported units. Attitudes, subjective norms and perceived behavioural control each had a significant direct effect on attendance intentions, which had a significant direct effect on attendance. All three predictors also had significant indirect effects on attendance, mediated by intentions. After controlling for intentions, only perceived behavioural control had a significant direct effect on attendance. The model accounted for 61% and 42% of the variance in intentions and attendance, respectively. Student role identity did not improve the predictive utility of the model. Theory of planned behaviour–informed strategies for increasing peer-assisted study session attendance are recommended.
... [18] [14] [19] Many studies also suggest that female students not only have a more positive attitude towards their studies but also are more intrinsically interested in learning and coursework. [20] Methods ...
This study analyzed correlations by gender between student attitudes toward supplemental instruction (SI) for a freshman chemistry course for engineering students and their grades both at the end of the course and throughout their subsequent course of study. General Chemistry for Engineers is a required course for all students in the engineering program at Northeastern University and is taken during a student’s first semester at the university. SI for the course included structured group review sessions, one-on-one peer tutoring, and office hours held by teaching staff.
Previous research has found that there are statistically significant correlations between the use of SI and improved term and overall GPAs while in college. [1] Further, evidence suggests that the way students start their college career often indicates how they will finish. [2] At Northeastern University, General Chemistry for Engineers is the first challenging course a student entering the engineering program takes that serves as model for subsequent coursework in the full engineering curriculum. Among engineering students, where historically males are the majority, females often have been seen as the primary seekers of SI. Retaining female students in engineering and enabling their overall academic success has been a subject of great importance for engineering programs.
The first portion of this study focused on the grade progression of the students enrolled in the freshman chemistry course from Fall 2007-2012. Correlations were examined among GPA at graduation, GPA after four semesters in college, and course grade for a subpopulation representing 15.9% (409 out of 2572) of the students enrolled in the course during the study time period who attended at least one session of a weekly group review led by upper-level female tutors. Positive correlations were observed among student grades in the course and GPA after four semesters and at graduation, regardless of gender. Females, however, were more likely to receive higher grades in freshman chemistry and have higher subsequent GPAs.
Correlations among gender, attitudes towards SI, and academic success then were assessed based on data for surveys administered at the start and end of the freshman chemistry course for 54.3% (497 out of 916) of the students participating in the course during the latter part of the study period in the Fall 2011 and 2012 semesters. This study found that students finding SI useful were more likely to perceive that a rigorous required freshman chemistry course was easier to master than anticipated. Further, the frequent use of SI in the course was predictive of long-term academic success: students regularly attending a structured peer tutoring session as a form of SI were more likely to have a higher GPA at graduation than their peers who were infrequent attendees, regardless of gender. Finally, females, when offered either a social or one-on-one form of SI, were more likely to find at least one these resources helpful, much more likely to attend structured reviews led by females who could act as role models, and rate one-on-one tutoring more helpful than their male peers.
... Student characteristics such as self-efficacy, confidence, motivation, and locus of control/responsibility have also been researched between students who participate and those who do not. Results are mixed with some finding motivation and self-efficacy to predict SI participation (McGee 2005) or no difference in motivation (Mack 2007) or self-esteem (Garcia 2006) between the groups. In another study, higher levels of anxiety and responsibility were found to be significant predictors for SI participation, whereas higher confidence was associated with non-participants (Hizer 2010). ...
Supplemental Instruction (SI) is a well-recognized model of academic assistance with a history of empirical evidence demonstrating increases in student grades and decreases in failure rates across many higher education institutions. However, as college students become more accustomed to learning in online venues, what is not known is whether an SI program offered online could benefit students similarly to SI sessions that occur in face-to-face settings. The in-person (traditional) SI program at California State University San Marcos has demonstrated increases in grades and lower fail rates for courses being supported in science and math. Students enrolled in four biology courses who participated in online SI received increases in academic performance similar to the students in the courses who attended traditional SI. Both the online and traditional SI participating students had higher course grades and lower fail rates as compared to students who did not participate in either form of SI. Self-selection, as measured by past cumulative college grade point average, did not differ between students who attended either form of SI or who did not attend. Student perceptions of online SI were generally positive and appeared to offer an alternative path to receive this valuable academic assistance for some students. Overall, results are promising that the highly effective traditional model can be translated to an online environment.
... 7 A 2004 study done at Texas A&M University demonstrated that students who were more engaged in supplemental instruction had significantly lower self-efficacy, but achieved higher final course grades. 7 The personality of the tutor is also an important factor students consider when seeking extra help. 5 Students feel that traits associated with a good tutor are empathy, patience, sensitivity, diplomacy, friendliness, intuitiveness, supportiveness, responsiveness, and care. ...
This study examines the factors that are most important from the perspective of a first year engineering student in utilizing supplemental instruction in a required introductory course in general chemistry. Prior studies have indicated a strong correlation between success in a course and utilization of supplemental instruction, especially for students under-represented in engineering. Supplemental instruction includes peer tutoring, instructor office hours, review sessions, study groups, and other programs to assist students outside of the classroom. Based on the demonstrated success of supplemental instruction programs developed for women in engineering, the College of Engineering at Northeastern University expanded the programs to all engineering freshmen (male and female). Review sessions for a course in general chemistry for engineers led by upper-class women tutors studying chemical engineering were particularly successful. Tutors attended instructors' chemistry lectures and served as role models to support and encourage freshmen in this challenging first year course. Although the program has been run successfully for a number of years, with typically 60% of female engineering freshmen enrolled in chemistry attending, the team of tutors, course coordinator, and program advisors sought to increase student participation. Our current research is directed towards understanding what causes students to utilize supplemental instruction. To understand the factors influencing student participation in supplemental instruction, first year engineering students in the Fall 2012 offering of General Chemistry for Engineers were asked to complete a survey at the beginning and again at the end of the semester. For most students enrolled in this course, this semester is their first in college. Both surveys were completed by 221 students (51 females and 170 males) for a response rate of 54% (i.e. 221 survey participants out of 407 total students who were enrolled and completed the first year required chemistry course). This response rate was reasonable considering students under the age of eighteen were not permitted to complete the survey. In addition, a 54% response rate was comparable to the response rate of similar surveys conducted in past years. Students who elected not to participate in the surveys had a similar male to female ratio as that of survey participants. The pre-survey included questions about a student's previous experience with tutoring in high school and his/her likelihood to utilize extra resources at the college level. It also included questions to uncover the "trigger point" at which a student decides they will seek additional help. Not surprisingly, women had a higher trigger threshold than men (course grades of A or B for women versus B or C for men on average). Both male and female students saw convenience as a main factor determining whether or not they used supplemental instruction. They indicated that frequency, time, and location of tutoring sessions were the most important factors. The tutor's depth of understanding and ability to explain material well were also key factors that motivated students to continue to attend tutoring sessions. Students felt most comfortable receiving help from tutors who were closer to them in educational background. As a result, students were most likely to seek tutoring from friends and other undergraduate students and least likely to seek tutoring from their instructor or other faculty members. This paper presents the results of pre- And post-surveys, as well as an analysis based on gender and prior experiences. The analysis identifies correlations among use of supplemental instruction, attitudes towards chemistry, success in freshman General Chemistry for Engineers, and overall success in the College of Engineering program.
... Problem çözme becerilerinin incelendiği çeşitli çalışmalarda, problem çözmede kendini yeterli olarak gören bireylerin, girişken kişiler olduğunu, kendini yeterli olarak görmeyenlere göre daha yüksek benlik saygısına sahip olduklarını ve akademik açıdan daha uygun çalışma yöntemleri uyguladıklarını bunun yanı sıra etkili problem çözmenin üniversite öğrencilerinin başarılarına katkıda bulunduğu belirtilmiştir. (Şahin, Şahin ve Heppner, 1993;McGee, 2005;Genç, Kalafat, 2010). ...
... [10] These findings are supported by our previous research from the fall 2012 semester, when 76% of females and 60% of males used some form of SI, and from the fall 2013 semester, when 82% of females and 60% of males used some form of SI. [15] [16] Several studies indicate that females not only seem to have more positive attitudes, but are also more intrinsically interested in learning. [17] In contrast, male freshmen feel a greater threat to their self-confidence if they require additional help to succeed and master course material. Although there are gender differences in attitudes towards SI, it has been reported that both male and female students benefit equally from SI. [18] To explore such issues we previously have examined what "trigger points" led students to take advantage of resources available for SI and how these trigger points correlated with grades. ...
This study investigates the connection between the use of supplemental instruction (SI) by engineering students and their performance in a required first year general chemistry course. SI includes group and one-on-one peer tutoring as well as instructor and teaching assistant office hours. Previous research has shown that participation in SI correlates with higher course grades, more confidence in course material, greater material retention, higher overall GPA, and greater student retention and graduation rates.[1] Engaging students in SI, however, has been a persistent challenge. For example, a previous study found only 40% of students enrolled in historically difficult classes (including general chemistry) took advantage of the SI provided. This study found participants in SI were more likely to have a final course grade of B or better and less likely to withdraw from the class.[2] Last year we conducted a study comparing the performance of students who did and did not use available forms of SI and correlated performance outcomes with factors deterring students from using the offered forms of SI. Our focus this year is to identify statistically significant trends in our data from this year's and last year's classes and assess the impact of level of participation in SI on student self-efficacy and attitude towards SI for freshmen enrolled in a required general chemistry course. To understand a student's choice to participate in SI and to determine correlations with course assessments and grades, students enrolled in a required general chemistry course were surveyed at the beginning and at the end of the semester. This year (fall 2014) 524 students participated in the pre-survey, a response rate of 89%. Last year (fall 2013) 417 students participated in the pre-survey, a response rate of 88%. The gender distribution was 28% females (fall 2014) and 32% females (fall 2013), which has a slightly higher percentage of females than the distribution of first year students in the College of Engineering (COE) at Northeastern University. Our previous studies suggested female students had a higher "trigger point" (i.e., grade at which they decided to seek out SI) than males upon entering college. These studies also examined the benefits of class attendance and the correlation between use of SI and increased course grade. Based on statistical analysis of this year's data, these hypotheses remain robust, with a generally increased confidence level in these hypotheses. Our current study builds on our previous ones by collecting another year of data (which coincides with increased enrollment of over 100 students). This study also applies more rigorous statistical methods to distinguish trends in both the current year's data (fall 2014) and last year's data (fall 2013). Our ultimate goal is to use this study focused on a general chemistry class as a model for identifying how to improve the engagement and efficacy of SI for freshman engineering students and to address any issues related to gender differences.
... More than thirty years later, the Supplemental Instruction model continues to impact minority student success as it provides regularly scheduled, peer-facilitated, voluntary sessions for all students in difficult courses (Hurley, Jacobs, & Gilbert, 2006). McGee (2005) found in his study on the relationship of demographic variables with engagement in SI, that Hispanic students engage in SI at a higher level than White students. The study took place on a predominantly White student campus, where minority students could easily feel marginalized even within academic support programs. ...
This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution(HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI ashaving a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible forneed-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage ofHispanic populations to find ways where they will support and retain a growing number of minority degree-seekingstudents. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting theScience, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to theexisting research that shows that SI is an effective student success intervention in improving academic success andcourse retention among Hispanic students in STEM related courses. The results showed a significant difference inacademic success and course completion among Hispanic students at an HSI with SI participation in Chemistry andPhysics courses.
... It would also be worthwhile considering including a question about the number of sessions students have attended and the reason why they did not attend every session. Other studies have suggested possible reasons why students participate or not, and reasons why students do not attend each session (Arendale, 1994Arendale, , 2004 McGee, 2005; Worthington, Hansen, Nightingale, and Vine, 1997). Reasons could include motivational levels, perceptions of helpfulness and comfort levels in participating in small group study sessions. ...
Much research has been done on the effectiveness of Supplemental Instruction programs, (Peer Assisted Study Sessions, PASS, in Australasia). Less research has emerged on on students’ reasons for participating in PASS and their perceptions of the effectiveness of the program. In this article, we will report on a small improvement-focused research project at one university. Our particular focus will be to reflect on the survey tool we used and how we could improve the design and administration of this tool. Implications of the survey findings for improving the training program of PASS leaders in this instituion will also be discussed.
The customary way to determine whether an adopted Supplemental Instruction (SI) program has been successful or not is by comparing course results for two groups, SI attendees and non-attendees. The division of SI attendees and non-attendees is generally done rather arbitrarily by prescribing a minimum number of SI sessions a student has to attend to be considered an SI attendee. Although the SI attendee vs. non-attendee concept is powerful in some respects, it tends to cloud the benefit of attending SI sessions. That a higher SI attendance leads to better course results is perhaps taken for granted, but in the few further studies that have been made, the picture of SI attendance rates vs. course results is not overly clear. The present study aims to contribute to how the degree of SI attendance affects course results in an engineering context at a Swedish University. In the study we divide the students into four categories, those with high, average, low, and no SI attendance. In terms of student success in a course, it is found that there is a clear relation between the number of SI sessions attended and course success. Students with high SI attendance do best followed by students with average, low, and no SI attendance, respectively.
Abstract
This study explored the association between Academic Self- efficacy, Academic Help-seeking Behaviour and student Achievement on a sample of 600 secondary school students. Academic Self efficacy is a person's belief in his/her ability to succeed in an academic situation. Academic help-seeking behaviour is 'seeking others help' at the time when one faces difficulties or uncertainty in the
course of his/her education in classroom. Achievement is the accomplishment or acquired proficiency
in the performance of an individual with respect to a given knowledge or a skill. in the present study, the variables demonstrated the positive and significant relationship between academic self- efficacy academic help-seeking behaviour and student achievement. The present implications and future directions of the study are discussed.
Keywords: Academic Self- efficacy, Academic Help-seeking Behaviour and Achievement
The main purpose of this article is to advance an alternative perspective on the relationship between intrinsic and extrinsic motivation, and in particular to examine critically the assertion that these processes are antagonistic such that the will to learn for its own sake is inhibited by the presence of extrinsic, tangible rewards and incentives such as school grades. The presumption of an antagonistic relationship largely depends on the theoretical perspective adopted. An alternative interpretation based on need achievement theory leads to distinctly different conclusions. Exploring this new perspective allows one to identify both the conditions under which intrinsic motives may coexist with extrinsic motives as well as to consider some of the means by which intrinsic motives and caring about learning can be stimulated in their own right in school settings.