ERIC Number: EJ742211
Record Type: Journal
Publication Date: 2006
Pages: 12
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1079-0195
EISSN: N/A
Supplemental Instruction and the Performance of Developmental Education Students in an Introductory Biology Course
Moore, Randy; LeDee, Olivia
Journal of College Reading and Learning, v36 n2 p9-20 Spr 2006
Although first-year students in Supplemental Instruction (SI) earned similar average numerical-grades in an introductory biology course as non-SI students, their grade distributions were different: SI students earned fewer D's and F's than non-SI students. SI students who earned A's and B's had similar admissions scores as those who earned D's and F's, but were distinguished by their academic behaviors: they submitted more extra-credit work and came to more classes, help sessions, and office hours than non-SI students. These data indicate that SI can help at-risk students in an introductory biology course to engage in positive academic behaviors and to improve their academic performance. (Contains 2 tables.)
Descriptors: Introductory Courses, Biology, College Freshmen, Academic Achievement, Supplementary Education, High Risk Students, Student Behavior, Grades (Scholastic), Program Effectiveness
Texas State University San Marcos, Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site: http://www.crla.net.
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