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ERIC Number: EJ818225
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1087-0059
Supplemental Instruction: Supporting Persistence in Barrier Courses
Bronstein, Susan B.
Learning Assistance Review, v13 n1 p31-45 Spr 2008
Courses that interfere with undergraduate students' persistence are barriers that appear all along the undergraduate continuum. Supplemental Instruction (SI) may contribute to students' achievement in a barrier course and, therefore, to their persistence in their academic program. The purpose of this single-case descriptive study was to explore student and instructor perceptions of SI in an upper-level chemistry course with a reputation for being a barrier to academic success. The case study methodology used included a focus group, one-on-one interviews with instructors and students, document review, and class and SI statistics. Results indicated that faculty and students perceived SI to be a valuable resource in achieving persistence or academic success. (Contains 4 figures.)
National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A