000			02361nam a22002537a 4500
005			20231107160208.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0022-0973
037			_bRIEBPL Library
082			_a370.5
100			_aNicholas A. Bowman, Stephanie Preschel & Danielle Martinez
245			_a Does Supplemental Instruction Improve Grades and Retention? A Propensity Score Analysis Approach _b(Journal Article)
260			_aUSA _b:Taylor and Francis Group and Routledge _c,March 2023
300			_a205-229 p.
490			_aThe Journal of Experimental Education, Volume 91,2023 number 2
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_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.
650			_aAcademic achievement
650			_apeer assisted learning
650			_apeer assisted study sessions
650			_aretention
856			_u https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1891010?needAccess=true
942			_cPER
999			_c44783 _d44782