Supplemental instruction for improving first year results in engineering studies

Bibliographic Data

ID4097496
AuthorsJoakim Malm (0000-0002-5755-3373, Lund University, corresponding author), Leif Bryngfors (Lund University), Lise-Lotte Mörner (Lund University)
Year2012
Volume37
Issue6
Pages655-666
Publication date2012-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2010.535610
OpenAlexW2087150719
LanguageEN
Citations received7
References cited4

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

Academic achievement · Attendance · Higher education · Mathematics education · Medical education · Higher Education Research Studies · Innovations in Educational Methods · Mathematics Education and Programs · Medicine · Psychology

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