Peer-Based Supplemental Instruction in STEM: Differences in Effectiveness across Transfer and Nontransfer Undergraduates

Autor/inn/en	Musah, Rabi A.; Ford, Michael
Titel	Peer-Based Supplemental Instruction in STEM: Differences in Effectiveness across Transfer and Nontransfer Undergraduates
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 3, S.596-618 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1213341
Schlagwörter	STEM Education; Undergraduate Students; College Transfer Students; Peer Teaching; Teaching Methods; Chemistry; Grades (Scholastic); Supplementary Education; Tutoring; Communities of Practice; Program Evaluation; Regression (Statistics); Grade Point Average; College Entrance Examinations; Statistical Analysis; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? STEM; Hochschulwechsel; Schulwechsel; Studienortwechsel; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Notenspiegel; Ergänzungsunterricht; Förderkonzept; Nachhilfeunterricht; Community; Programme evaluation; Programmevaluation; Regression; Regressionsanalyse; Aufnahmeprüfung; Statistische Analyse
Abstract	Although there is a large body of research on the effectiveness of supplemental instruction for college undergraduates, very little of it has focused on transfer students, who often confront additional sources of stress and historically perform more poorly than their native student counterparts. In this study, we investigated the effectiveness of a peer-based supplemental instructional program in general and organic chemistry at a large state university over a six-year period, while considering differences across transfer and nontransfer students. The results suggest that the supplemental instruction improved outcomes overall but that nontransfer students benefit to a greater degree than transfer students, in the form of higher grades and pass rates, from attending supplemental instruction. The results suggest that peer-based supplemental instruction is a useful method to improve undergraduate student performance in chemistry, but more research is needed on ways to enhance the effectiveness of interventions in improving the performance of transfer undergraduate students in STEM fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01