Search

This study investigates the connection between the use of supplemental instruction (SI) by engineering students and their performance in a required first year general chemistry course. SI includes group and one-on-one peer tutoring as well as instructor and teaching assistant office hours. Previous research has shown that participation in SI correlates with higher course grades, more confidence in course material, greater material retention, higher overall GPA, and greater student retention and graduation rates. [¹] Engaging students in SI, however, has been a persistent challenge. For example, a previous study found only 40% of students enrolled in historically difficult classes (including general chemistry) took advantage of the SI provided. This study found participants in SI were more likely to have a final course grade of B or better and less likely to withdraw from the class. [²] Last year we conducted a study comparing the performance of students who did and did not use available forms of SI and correlated performance outcomes with factors deterring students from using the offered forms of SI. Our focus this year is to identify statistically significant trends in our data from this year's and last year's classes and assess the impact of level of participation in SI on student self-efficacy and attitude towards SI for freshmen enrolled in a required general chemistry course. To understand a student's choice to participate in SI and to determine correlations with course assessments and grades, students enrolled in a required general chemistry course were surveyed at the beginning and at the end of the semester. This year (fall 2014) 524 students participated in the pre-survey, a response rate of 89%. Last year (fall 2013) 417 students participated in the pre- survey, a response rate of 88%. The gender distribution was 28% females (fall 2014) and 32% females (fall 2013), which has a slightly higher percentage of females than the distribution of first year students in the College of Engineering (COE) at Northeastern University. Our previous studies suggested female students had a higher "trigger point" (i.e., grade at which they decided to seek out SI) than males upon entering college. These studies also examined the benefits of class attendance and the correlation between use of SI and increased course grade. Based on statistical analysis of this year's data, these hypotheses remain robust, with a generally increased confidence level in these hypotheses. Our current study builds on our previous ones by collecting another year of data (which coincides with increased enrollment of over 100 students). This study also applies more rigorous statistical methods to distinguish trends in both the current year's data (fall 2014) and last year's data (fall 2013). Our ultimate goal is to use this study focused on a general chemistry class as a model for identifying how to improve the engagement and efficacy of SI for freshman engineering students and to address any issues related to gender differences. [ABSTRACT FROM AUTHOR]

This study examines the correlation between first year engineering students' use of supplemental instruction and their performance in a required general chemistry course at Northeastern University. Research has shown that supplemental instruction is positively correlated with measurable factors, such as higher grade point averages and timely graduation rates, as well as less-easily measured factors, such as long-term retention of course material, teamwork, communication skills, information processing skills, and motivation. Previously we examined what grade level triggered students to seek out supplemental instruction in a required general chemistry course and what factors affected whether a student used a form of supplemental instruction. However, data were unavailable to correlate with grades. In order to understand a student's pre-disposition and ultimate choice to participate in supplemental instruction as well as to determine correlations with grade distribution, honors and non-honors students in a required general chemistry course were given pre-surveys at the beginning and post-surveys at the end of the semester. Analysis of pre-surveys allowed identification of a student's predisposed "trigger point" at which s/he decides to seek extra help upon entering college. The availability of data for different types of course assessments, including exams, homework, and class participation, enabled correlation among individual trigger points, grades, and the use of different forms of supplemental instruction. Previously we had investigated how important convenience factors are to students in their decision to use supplemental instruction. This year's study examined this question further to determine what factors deter students from using specific resources for supplemental instruction. An overarching intent of our study was to identify how females and males differ in their use and attitudes towards supplemental instruction. Using this study based on a freshman general chemistry class as a model for student behavior in freshman courses, this paper presents the survey results, methodology used, conclusions, and recommendations for increasing the usage of supplemental instruction by first year engineering students. [ABSTRACT FROM AUTHOR]