ERIC Number: ED328201
Record Type: Non-Journal
Publication Date: 1987-Mar-6
Reference Count: N/A
Separating the Wheat from the Chaff: Finding the Unique Effect of Supplemental Course Instruction.
Hawthorne, Jeralynne; Hawthorne, John W.
Supplemental Course Instruction (SCI) at Olivet Nazarene University is described as a program in which a high achieving student retakes a course successfully completed in order to model desired behaviors for other students. The SCI Leader demonstrates good study skills and organizes small group study sessions. This study examines the effectiveness of the SCI program. Confounding factors such as the voluntary nature of the study sessions and the open admission policy of the college were controlled through structural equation modeling. Structural equation modeling requires that all of the hypothesized relationships between the variables be posited in advance. A total of 461 students enrolled in four freshman-level courses were surveyed, with complete data being obtained for 253 cases which were used in the structural equation analysis. The analysis studied: (1) the effect of factors affecting SCI participation, such as high school rank, marital status, semester load, and expected grade; and (2) the effects of SCI participation on course grade, semester grade point average, and re-enrollment. The study found that the more a student is "at risk" the more likely he or she is to use SCI. The study also found a positive impact of SCI participation on course grade. There were direct effects of SCI on grade point average, suggesting the transfer of study skills learned. (10 references) (JDD)
Descriptors: College Programs, High Risk Students, Higher Education, Introductory Courses, Learning Strategies, Modeling (Psychology), Peer Influence, Peer Teaching, Performance Factors, Predictive Measurement, Program Effectiveness, Skill Development, Statistical Analysis, Structural Equation Models, Study Habits, Study Skills, Supplementary Education, Undergraduate Study
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A