Running Head: SUPPLEMENTAL INSTRUCTION ON NEW STUDENT SUCCESS 1

Peer-Lead Supplemental Instructions Impact on New Student Success

Chase A. Smolik
Texas A&M University-Commerce





























SUPPLEMENTAL INSTRUCTION ON STUDENT SUCCESS 2

Can Supplemental Instruction Guide a Student to Success?

The level of personal responsibility and dedication to studying increases substantially
from most students high school experiences. Freshman are typically bombarded by information
regarding student resources when they begin their college career, yet cannot seem to find the
most effective study method. Supplemental instruction is one service that meets students halfway
by having a presence in the classroom. Just how beneficial is Supplemental instruction and can it
actually help you build a stronger foundation when beginning your college career?
Statement of the Problem
To review Supplemental Instructions ability to support students in achieving higher
grades, while also introducing students to new methods of learning for future success. For future
studies, following the same sample group and determining if they continue to use strategies
learned from their SI in other courses. This research, if positive, would help to recruit higher
student attendance of SI, in turn delivering overall higher grade point averages (GPAs).
Review of Related Literature
Several studies have explained the development and creation of supplemental instruction
through the University of Missouri Kansas City in 1973. Supplemental instruction (SI) is a peer-
lead academic support service lead by students who were previously successful in said course,
attended the course the following semester to stay current with information, and provide
regularly scheduled facilitated study sessions for students currently enrolled. It was initially
designed to be a method of retention for upper-level medical school students (McGuire, 2006).
Through the beginnings of supplemental instruction, there were pilot programs for certain
courses and research projects following the success of SI. After a few semesters of obvious
improvement in student retention and overall higher grade point averages, SI was deemed a
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highly effective academic support service to be replicated among other institutions (Dawson,
Meer, Skalicky, & Cowley, 2013; Etter, 2000).
McGuire (2006) used a different approach to assess the effectiveness and purpose of
supplemental instruction on todays student population. As the methods of delivery in teaching
have changed over the years, so have the students methods of learning. McGuire analyzed the
different learning theories including behaviorism, cognitivism, and constructivism and directly
compared them to the underpinning of supplemental instruction (SI). She derived that all three
learning theories were present in SI thus making it an effective method to develop beneficial
study habits when attended regularly. McGuire continued to inquire on the basis of many college
level students study methods to discover their foundation for learning in high school was based
majorly on memorization and regurgitation in order to achieve decent grades. This basis of study
is disastrous for incoming freshman in college-level courses, as it has been proven an inefficient
form of preparation for courses considering the depth and span of material covered in the short
periods of class time (McGuire, 2006).
McGuire (2006) also discussed promoting participation and attendance of supplemental
instruction (SI). She suggested SI leaders provide new, interactive means of studying to intrigue
students to regularly attend sessions. In order to better promote attendance, SI leaders also utilize
technology, which students have tended to lean towards for entertainment or remote contact:
email, texting, and etcetera.
Supplemental instruction (SI) has some alterations per campus and courses, however
when considering a new freshman class, and their lack of previous experience in recognizing
effective study methods, the regular attendance of supplemental instruction (SI) for even one
freshman course should correlate to success in other courses if sessions are being held as a means
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to introduce students how to learn, rather than focus solely on content of the specified class
(Rath, 2011).
Rath et al. (2011) compared the impact of supplemental instruction on four different
chemistry courses. When reviewing attendance data of SI sessions for the four courses the
percent attendance varied throughout each course, ranging anywhere from 5% to 44%. Their
mapped correlations were positive considering attendance tended to increase throughout the
semester. With attendance data in mind, the team continued their research to determine the
academic effects of SI on the students who regularly attended. Raths results suggested that
students who regularly attended the SI sessions had better success in the aforementioned course,
but showed little to no difference in academic placement exams such as the SAT, and held the
same results for classes in which SI was not provided. Therefore, SI was believed to be most
effective for the courses which it served (Rath, 2011).
Oja (2012) felt differently according to her research. Oja stated that SI is beneficial to
those who attended as it helped its attendees better prepare for exams and quizzes related to the
classroom. However, her research proclaimed that SI is ineffective in supporting the
development of new study methods for students to use in other courses in order to harbor
academic success. SI is found to be related to improved grades even when controlling
preparation level of students, yet little research has been applied to determine whether other
personal variables play a key role in the grade aspect (Oja, 2011). Since SI is based on voluntary
attendance, some researchers considered personal motivation a factor in determining the
effectiveness of SI. (Bowles, McCoy, & Bates, 2008; University of Missouri, 2007). Two
components measured most frequently in student success are cumulative GPA or grade point
average and persistence rates, which is defined as the rate by which students continue from the
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fall semester class they were enrolled in, to the spring semester proceeding course (Rath, 2011).
Malm et al. (2011) described supplemental instructions core foundation was to target
high drop-failure-withdrawal drop, fail, and withdrawal (DFW) rates in core courses. Therefore
the understood audience for supplemental instruction was struggling students with weaker GPAs
and previous lower academic ability. Through Malms research, supplemental instruction was
directed towards first year students and facilitated by upper-level students with academic success
in the course. The SI leader was trained in ways to facilitate discussion and apply tools to
promote an interactive learning environment. Malms research focused on the comparison of
DFW rates among weak, average, and strong students who attended supplemental
instruction. In a study of supplemental instruction attached to an engineering course in South
Africa, the results found significantly higher grades for students attending the sessions with weak
prior academic ability than for those students who attended sessions with a previously stronger
academic ability. A similar study in Australia proved that students who attended SI before an
exam ended with higher test scores independent of prior academic ability (Malm, 2011).
However, when regular attendance was considered and compared to overall GPA of the course,
again, students with weaker academic ability proved to have better overall scores than their peers
with comparable previous academic ability. There was less significant difference when
comparing GPAs of SI attendees to non-attendees with stronger prior academic success (Rath,
2011). The University of Queensland held similar research that compared three different
academic achievement leveled students: low, average, and high prior academic achievement
within a course. Their records indicated that all SI attendees, independent of prior academic
achievement, showed much higher final course grades (Malm, Bryngfors, Morner, 2011.)
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Hafer, (2001) Supplemental instruction (SI) in freshman composition specifically
targeted freshman in a non-typical SI course, composition. This study also recognized
supplemental instruction as a resource for difficult courses with high drop, failure, withdraw
rates, however this case directed the application of SI to a class which freshman students did not
excel in. Most composition courses were believed to be supported by a writing center alone,
while this research identified the goals of composition and SI as two in the same. From the pilot
SI documented in the research, it was shown that students who participated in SI developed peer-
writing communities during and outside of class and the actual SI sessions. Therefore, increasing
overall academic achievement of SI attendees compared to those who did not attend. SI for
freshman composition is designed to help freshman students develop their writing process and
better develop their own feedback for fellow student papers. With SI being successful in classes
outside of the typically recognized SI course, questions are raised to whether or not SI could be
successful in a larger variety of courses, especially for freshman students (Hafer, 2001).
.
Research Questions
Supplemental instruction is an academic support service meant to help students who regularly
attend, better achieve their academic goals. To determine the successfulness of the program there
are certain questions which must be analyzed.
1. What percentage of new students (Freshman) utilize Supplemental Instruction on a
regular basis?
2. What are the differences in course grades of students who attended 75% of SI? 50%?
25%? 0?

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Hypotheses Statements
Through reviews of related literature, there is a positive correlation of student attendance and
overall academic success or grade earned in the specific class. Considering the average
attendance of SI according to past reviews, it can be estimated a smaller percentage of freshman
will utilize the resource as they should, 20% of the freshman population is likely to use
supplemental instruction.
Significance of the Study
Supplemental instruction (SI) is one of many available academic support services
considered when administrators are trying to increase retention rates and lower drop-fail-
withdrawal rates (DFW rates) Rath (2011). Considering supplemental instructions (SI) unique
application and structure, its important to understand where it is most effective. Malm et al.
(2011) noted supplemental instruction (SI) as most effective for struggling students, which are
most commonly identified as freshman students. Identifying this connection, supplemental
instruction (SI) would provide the most efficient results (versus cost) specifically targeting
freshman courses. Administrators could allocate more funds to SI once retention rates are proven
for the targeted group. This would also serve as an outlining method to focus on SI leader
recruitment for the courses identified.
Method
To determine the effectiveness of supplemental instruction (SI) for a specific class, in this
case freshman, attendance records must be kept for both the scheduled class time and SI
sessions. This project is directed towards comparing freshman who attend and do not attend SI,
therefore previous academic performance data will be collected from campus portal. Professors
involved with the study will take daily attendance records of the classroom and students
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attending SI sessions will be required to swipe their student ID as they enter the session to record
attendance. The courses involved in the study require the use of iClickers, which are registered to
each student, which are used for tracking attendance and administering daily quizzes. This
method will take less time from professors allotted lecture time. By comparing the scores of
students who attended SI versus those who did not attend, comparing on similar academic
history, the benefit of attending SI sessions can be determined. Beyond this, comparing the
percent of attended sessions, also considering academic performance history, the difference in
regularly or sporadic attendance can be identified.
Participants
Freshman students of ten supplemental instruction (SI) supported courses will be
considered in this study. The selected courses require the use of an iClicker (electronic audience
response transmitter) for daily quizzes, which also track attendance. Etter et al. (2000) said
average attendance of supplemental instruction (SI) sessions is <40% of the total class size.
Therefore, the sample size of ten courses should provide an adequate amount of SI attendees and
non-attendees for comparison.
Instrumentation
The professors involved in the study already record attendance in their classes via daily
quizzes using iClickers. The logging information is automatically recorded in an electronic
database and will be shared digitally. The students take daily graded quizzes in each course and
their recorded response counts for attendance, therefore missing class or not participating in the
quiz will result in a grade deduction. Each iClicker is registered to an individual student,
therefore providing accurate information. To record attendance of supplemental instruction (SI)
sessions, students will be required to swipe their personal university identification (ID) cards
SUPPLEMENTAL INSTRUCTION ON STUDENT SUCCESS 9

among entering the room. If a student does not have their ID, they may enter their university
identification number (UIN) on the reader keypad. Without recording entry, students will not be
allowed to enter the session. The information collected for student attendance is placed in an
online database and available for review.




Design/Procedure

Data Analysis

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References
Dawson, P., Meer, J., Skalicky, J., & Cowley, K. (2013). On the
Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental
Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010. Review
of Educational Research, 20(10), 1-31.
Etter, E., Burmeister, S., & Elder, R. (n.d.). Improving student performance
and retention via supplemental instruction. Journal of Accounting Education, 355-368.
Hafer, G. R. (2001). Ideas in Practice: Supplemental Instruction in Freshman
Composition. Journal Of Developmental Education, 24(3), 30.
Malm, J., Bryngfors, L., & Mrner, L. (2011). Supplemental Instruction:
Whom Does it Serve? International Journal of Teaching and Learning in Higher
Education, 23(3), 282-291.
McGuire, S. (2006). The Impact of Supplemental Instruction on Teaching
Students How to Learn. New Directions for Teaching and Learning, 106, 3-10.
Oja, M. (2012). SUPPLEMENTAL INSTRUCTION IMPROVES GRADES
BUT NOT PERSISTENCE. College Student Journal, 46(2), 344-349.
Rath, K., Peterfreund, A., Bayliss, F., Runquist, E., & Simonis, U. (2011).
Impact of Supplemental Instruction in Entry-Level Chemistry Courses at a Midsized
Public University. Journal of Chemical Education. Retrieved October 24, 2014.