An evaluation of the Supplemental Instruction programme in a first year calculus course

Abstract

Supplemental Instruction (SI) incorporates collaborative learning in small, peer-led, group settings in order to integrate instruction in learning and reasoning skills with course content. Several meta-analyses speak to the efficacy of SI but fail to address selection bias due to ability/motivation and gender. In this study, SI was paired with a first year calculus for non-majors course. An ANCOVA indicated that: ability/motivation, as measured by prior grade point average, was a useful predictor of course letter grade; gender differences were statistically significant but trivial; and, SI participation was statistically and practically significant, a 1.8 letter grade improvement after correction for selection bias. For the pass/fail analysis, a sequential binary logistic regression indicated there was a sizable statistically significant improvement with SI participation after accounting for gender and ability/motivation selection biases. The odds of success were 2.7 times greater for the SI participants. No gender differences of any significance were found.