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The potential of Supplemental Instruction in engineering education: creating additional peer-guided learning opportunities in difficult courses for first year students

Författare

Summary, in English

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.

Publiceringsår

2015

Språk

Engelska

Publikation/Tidskrift/Serie

European Journal of Engineering Education

Dokumenttyp

Artikel i tidskrift

Förlag

Taylor & Francis

Ämne

  • Other Engineering and Technologies not elsewhere specified

Nyckelord

  • engineering education
  • peer learning
  • supplemental instruction

Status

Published

ISBN/ISSN/Övrigt

  • ISSN: 0304-3797