02457nam a22002657a 450000500170000000800410001702200140005803700200007208200120009210000630010424501210016726000620028830000150035049000670036550500630043252013910049565000250188665000270191165000330193865000140197185600880198594200080207395200930208199900170217420231107160208.0231106b           ||||| |||| 00| 0 eng d  a0022-0973  bRIEBPL Library   a370.5 	  aNicholas A. Bowman, Stephanie Preschel & Danielle Martinez  a Does Supplemental Instruction Improve Grades and Retention? A Propensity Score Analysis Approachb(Journal Article)  aUSAb:Taylor and Francis Group and Routledgec,March 2023  a205-229 p.  aThe Journal of Experimental Education, Volume 91,2023 number 2  a***______{For Hard Copy, Please visit Library.}________***  aAbstract-

 Many colleges and universities seek to promote student success through targeted strategies for individuals or groups of students who are believed to have a higher risk of attrition. Taking a different focused approach, Supplemental Instruction (SI) provides voluntary collaborative learning sessions that are generally linked to specific undergraduate courses with a high percentage of students who either receive low grades or do not complete the course. Although a substantial body of literature has examined the outcomes associated with SI, many of these studies have notable methodological limitations, which include problems with student self-selection into SI participation. The present study examined the effects of SI using doubly robust propensity score analyses with a total of 12,641 observations from 21 different courses across 2 semesters. In both semester samples, SI participation led to higher course grades and retention. The strongest relationships were often observed for underrepresented racial minority students and for students who attended at least five SI sessions. The results did not differ systematically by students’ sex, first-generation status, high school grades, and precollege standardized test scores. The findings have important implications for the use of SI to help students overcome challenges within early college coursework.






  aAcademic achievement  apeer assisted learning  apeer assisted study sessions  aretention  u https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1891010?needAccess=true  cPER  00104070aRIEBPLbRIEBPLd2023-11-07l0o370.5 	r2023-11-07 00:00:00w2023-11-07yPER  c44783d44782