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ERIC Number: EJ1154000
Record Type: Journal
Publication Date: 2017-Oct
Pages: 18
Abstractor: As Provided
ISSN: ISSN-2211-1662
Balancing Student Success: Assessing Supplemental Instruction through Coarsened Exact Matching
Guarcello, Maureen A.; Levine, Richard A.; Beemer, Joshua; Frazee, James P.; Laumakis, Mark A.; Schellenberg, Stephen A.
Technology, Knowledge and Learning, v22 n3 p335-352 Oct 2017
Supplemental Instruction (SI) is a voluntary, non-remedial, peer-facilitated, course-specific intervention that has been widely demonstrated to increase student success, yet concerns persist regarding the biasing effects of disproportionate participation by already higher-performing students. With a focus on maintaining access for all students, a large, public university in the Western United States used student demographic, performance, and SI participation data to evaluate the intervention's efficacy while reducing selection bias. This analysis was conducted in the first year of SI implementation within a traditionally high-challenge introductory psychology course. Findings indicate a statistically significant relationship between student participation in SI and increased odds of successful course completion. Furthermore, the application of Coarsened Exact Matching reduced concerns that increased course performance was attributed to an over-representation of higher performing students who elected to attend SI Sessions.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A