WPS 15-03: Synergizing education: Supplemental Instruction in a blended learning context
Synergizing education: Supplemental Instruction in a blended learning context
Kyle R. Kennelly, SaVonnah M. Osmanski and Professor Richard J. Szal
SI programs, which have been used in colleges and universities since the 1970’s, are viewed as a cost-effective method of delivering peer-assisted instruction to students in courses deemed due to high failure and drop rates. Many analyses have been conducted to determine the efficacy of these programs in improving student involvement and grades in the courses and in reducing drop rates and retention. Northern Arizona University is involved in the transformation of many lower-division classes to a blended learning format to more efficiently use teaching staff and classroom space. As such, the use of SI programs using student instructors takes on added importance. The results indicate that SI sessions have a larger positive effect on performance than either time spent on homework assignments or lecture attendance. For every SI session attended a student’s grade improves by 0.73 points on a 100 point scale.
Keywords: Supplemental Instruction; peer-assisted learning; blended learning; academic performance; OLS regression analysis
WPS 15-03 December 2015
PDF of working paper HERE.
Categories: synergizing education wps 15-02 supplemental instruction in a blended learning context fall 2015 2015 working paper series kyle r. kennelly savonnah m. osmanski professor richard j. szal peer-assisted learning blended learning academic performance ols regression analysis working paper series 2015