Supplemental_instruction

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Summary

Supplemental Instruction (SI) is an academic support model designed to enhance student retention and success in challenging university courses through peer learning. Originating in 1974 at the University of Missouri-Kansas City, SI has been widely adopted across various higher education institutions globally. It is distinct from traditional tutoring as it targets challenging courses rather than individual students and utilizes peer facilitators to conduct study sessions. Research validates that participation in SI correlates with higher course grades, lower withdrawal rates, and improved institutional persistence among students.

Insights

• Students participating in Supplemental Instruction within targeted high-risk courses earn higher mean final course grades than those who do not participate in SI. (high, draft) student-success retention peer-learning

  Students participating in SI within the targeted high-risk courses earn higher mean final course grades than students who do not participate in SI. — Effectiveness

• Students participating in Supplemental Instruction succeed at a higher rate than those who do not participate, regardless of ethnicity and prior academic achievement. (high, draft) student-success peer-learning retention

  Students participating in SI within targeted high-risk courses succeed at a higher rate (withdraw at a lower rate and receive a lower percentage of [fail] final course grades) than those who do not participate in SI. — Effectiveness

• Supplemental Instruction programs are often implemented in high-risk courses where failure rates exceed 30%. (medium, draft) high-risk-courses academic-success

  A high risk course, as defined repeatedly in the literature, is any course (usually entry-level) in which unsuccessful enrollment (percentages of D’s and F’s as final grades and rates of withdrawal from the course and/or institution) exceeds 30%. — Overview

• Students participating in Supplemental Instruction (SI) earn higher mean final course grades than those who do not participate in SI, even when controlling for ethnicity and prior academic achievement. (high, draft) academic-performance student-retention

  Students participating in SI within the targeted high-risk courses earn higher mean final course grades than students who do not participate in SI. — Effectiveness

• Participation in Supplemental Instruction leads to higher rates of student success, as indicated by lower withdrawal rates and lower percentages of failing grades. (high, draft) student-success course-success

  Despite ethnicity and prior academic achievement, students participating in SI within targeted high-risk courses succeed at a higher rate (withdraw at a lower rate and receive a lower percentage of [fail] final course grades) than those who do not participate in SI. — Effectiveness

• Students who engage in Supplemental Instruction persist at higher rates in their institutions compared to their peers who do not participate. (high, draft) persistence higher-education

  Students participating in SI persist at the institution (reenroll and graduate) at higher rates than students who do not participate in SI. — Effectiveness

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