Citations (31)
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Katherine A. Durante, Vanessa Z. Mari & Cristina Caputo. (2024) Supplemental Instruction at a Hispanic-Serving Institution: Moving Towards a Model to Improve Equity in Student Outcomes. Journal of Latinos and Education 23:2, pages 576-588.
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Katherine A. Durante & Cristina Caputo. (2024) Teaching Statistics: Can Supplemental Instruction Facilitate Student Success?. College Teaching 72:1, pages 50-57.
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Alexandr Akimov, Mirela Malin, Yermone Sargsyan, Gayrat Suyunov & Salim Turdaliev. (2024) Student Success in a University First-Year Statistics Course: Do Students’ Characteristics Affect Their Academic Performance?. Journal of Statistics and Data Science Education 32:1, pages 24-35.
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Annah Vimbai Bengesai, Lateef Babatunde Amusa & Rubby Dhunpath. (2023) A meta-analysis on the effect of formal peer learning approaches on course performance in higher education. Cogent Education 10:1.
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Jing Jiang, Chao Dong & Jing Liu. (2023) Toward a model of academic support in transnational education in China: Under the strategic goal of sustainability. Cogent Education 10:1.
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Sharmila Gamlath. (2022) Peer learning and the undergraduate journey: a framework for student success. Higher Education Research & Development 41:3, pages 699-713.
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Seng Sothan. (2019) The determinants of academic performance: evidence from a Cambodian University. Studies in Higher Education 44:11, pages 2096-2111.
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Anne Gleeson, Greg Fisher, Saib Dianati & Nicholas Smale. (2019) First-year undergraduate business students’ choice of different sources of learning support for assumed math skills. Cogent Education 6:1.
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M. Leigh Lunsford, Phillip L. Poplin & JoEllen G. Pederson. (2018) From Research to Practice: Using Assessment and Early Intervention to Improve Student Success in Introductory Statistics. Journal of Statistics Education 26:2, pages 125-134.
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Carl Sherwood & Do Won Kwak. (2017) New insights into an old problem – enhancing student learning outcomes in an introductory statistics course. Applied Economics 49:56, pages 5698-5708.
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Duanping Hong, Stephanie Miller & Shannon Shumate. A modified model of peer support in asynchronous online introductory accounting: is it effective?. Accounting Education 0:0, pages 1-19.
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Articles from other publishers (20)
Mikko Nykänen, Kaisa Törnroos & Jukka Vuori. (2022) Conceptual replication of an evidence-based peer learning programme to enhance career preparation — a cluster randomized controlled trial (RCT). European Journal of Psychology of Education 38:4, pages 1729-1747.
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John Fiset & Maria Carolina Saffie Robertson. (2023) Navigating the support landscape: Bridging the divide between social support in business schools and student mental health. The International Journal of Management Education 21:3, pages 100897.
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Izaak Dekker, Merel Luberti & Jantien Stam. (2023) Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment. Learning and Instruction 87, pages 101805.
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Sanjana Gautam, Mary Beth Rosson & Mahir Akgun. (2023) Exploring Potential Contributions of Social Learning to Adaptive Learning Systems. Exploring Potential Contributions of Social Learning to Adaptive Learning Systems.
Chantelle Anfuso, Judy Awong-Taylor, Jamye Curry Savage, Cynthia Johnson, Tirza Leader, Katherine Pinzon, Benjamin Shepler & Cindy Achat-Mendes. (2022) Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses. International Journal of STEM Education 9:1.
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Robin Xavier Martínez Mayorga, Carlos Iván Rivera Naranjo, María Estefanía Sánchez Pacheco & Fernando José Zambrano Farías. (2022) Tecnologías de Información y Comunicación en el rendimiento académico estudiantil. Revista Venezolana de Gerencia 27:Edición Especial 7, pages 313-327.
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Paul Tristen Balwant & Roshnie Doon. (2021) Alternatives to the conventional ‘Oxford’ tutorial model: a scoping review. International Journal of Educational Technology in Higher Education 18:1.
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Peter J. Allen, Sara de Freitas, Ross J. Marriott, Raphael M. Pereira, Cameron Williams, Christopher J. Cunningham & Douglas Fletcher. (2021) Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach. Learning and Instruction 75, pages 101481.
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Christina A. Spivey, Margaret S. Davis, Juan D. Rodriguez, Dawn Havrda & Marie A. Chisholm-Burns. (2021) Effects of peer-led study sessions on first-year student pharmacist performance in pharmacy math. Currents in Pharmacy Teaching and Learning 13:9, pages 1168-1173.
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Frances Brady. (2021) Training peer teachers to teach first year graduate level information literacy sessions. The Journal of Academic Librarianship 47:2, pages 102308.
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Kate Muse, Laura Scurlock-Evans & Helen Scott. (2021) ‘The most important question is not ‘how?’ but ‘why?’: A multi-method exploration of a blended e-learning approach for teaching statistics within undergraduate psychology. Psychology Teaching Review 27:1, pages 26-41.
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Enrique L. P. Mergelsberg, Darren Haywood, Barbara V. Mullan, Raphael Pereira, Amanda Smith, Melissa Zaccagnini & Peter J. Allen. (2021) Extending the theory of planned behaviour to predict and increase PASS attendance and students’ performance: can academic motivation improve efficacy?. SN Social Sciences 1:1.
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Peter J Allen, Kate E Tonta, Sophie B Haywood, Raphael M Pereira & Lynne D Roberts. (2017) Predicting peer-assisted study session attendance. Active Learning in Higher Education 20:3, pages 249-262.
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Mussarat J. Khan & Seemab Rasheed. (2019) Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students. Pakistan Journal of Psychological Research 34:Spring 2019, pages 215-231.
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Milushka Elbulok-Charcape, Evan Grandoit, Lorin Berman, Joshua Fogel, Lauren Fink & Laura Rabin. (2019) Improving exam performance in an undergraduate statistics course for at-risk students through peer tutoring. Psychology Teaching Review 25:2, pages 3-17.
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