Participation in Peer-Led Supplemental Instruction Groups, Academic Performance, and Time to Graduation

Autor/inn/en	Paabo, Monica V.; Brijmohan, Amanda; Klubi, Thomas; Evans-Tokaryk, Tyler; Childs, Ruth A.
Titel	Participation in Peer-Led Supplemental Instruction Groups, Academic Performance, and Time to Graduation
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 23 (2021) 2, S.337-352 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Childs, Ruth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025119826287
Schlagwörter	Student Participation; Peer Teaching; Supplementary Education; Academic Achievement; Time to Degree; Academic Persistence; Foreign Countries; Undergraduate Students; Grade Prediction; Canada + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Peer group teaching; Peer Group Teaching; Ergänzungsunterricht; Schulleistung; Ausland; Kanada
Abstract	This study investigates the relationship of students' participation in peer-led Supplemental Instruction groups, called facilitated study groups (FSGs), with their academic performance and years to graduation. In 2017, the full academic records of about 2,400 students who started university between 2005 and 2007 and took Psychology 100 (PSY100) during their first year were analyzed. Students who attended two or more FSG sessions received about 5% higher marks in PSY100 than those who did not, after controlling for gender and tuition status (domestic or international). Students with higher PSY100 marks took less time to graduate and were more likely to have graduated by 2016. After controlling for gender, tuition status, and marks in PSY100, however, no relationship was found between FSG participation and degree completion time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01