Understanding Behaviors of Attendance in Supplemental Instruction and Subsequent Academic Success in a First Year Engineering Course
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Abstract
As student retention and four-year graduation rates are of institutional and national interest and frequently referred metrics for college success, the Supplemental Instruction (SI) program aims to reduce D’s, F’s and Q drop rates in historically difficult classes. Although previous work done by this group revealed that attending SI sessions for a firstyear course (Introduction to Electrical Engineering) positively impacted exam scores and subsequent course grades [1], the program continues to experience low participation rates. Emerging questions of student behaviors in relation to attendance at SI sessions are addressed in this article. The study utilizes a mixed-methods approach, incorporating quantitative data relating to grades and attendance with qualitative data relating to student awareness, use and perceptions about SI. These analyses serve to gain an understanding of the effects of SI and identify components of the program that students value. Quantitative data was collected in the form of session attendance logs, grade data, and student demographics. Qualitative data was collected in the form of pre- and postsurveys administered during the third and final week of the semester.