The potential of supplemental instruction in engineering education: creating additional peer-guided learning opportunities in difficult compulsory courses for first-year students

ABSTRACT

Supplemental Instruction (SI) can be an efficient way of improving student success in difficult courses. Here, a study is made on SI attached to difficult first-year engineering courses. The results show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams are considerably higher for students attending SI, compared to students not attending. The study also shows that a higher percentage of female students attend SI, compared to male students. However, both genders seem to benefit to the same degree as a result of attending SI meetings. Also all students, independent of prior academic ability, benefit from attending SI. A qualitative study suggests that SI meetings provide elements important for understanding course material, which are missing from other scheduled learning opportunities in the courses.

KEYWORDS:

• supplemental instruction
• peer learning
• engineering education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Joakim Malm, PhD, is a senior lecturer in fluid mechanics and hydrology at the School of Engineering (LTH) at Lund University, Sweden. He is also a staff member on the Supplemental Instruction Program at LTH responsible for the training of SI leaders as well as evaluation and research.

Leif Bryngfors is a certified SI trainer and head of the Swedish Supplemental Instruction Center located at Lund University. He has been working with the SI methodology since 1994 and trains SI supervisors throughout Sweden.

Lise-Lotte Mörner is the head administrator at the Swedish SI centre as well as responsible for training of SI leaders.