Impact of Supplemental Instruction on dropout and graduation rates: an example from 5-year engineering programs
Impact of Supplemental Instruction on dropout and graduation rates: an example from 5-year engineering programs
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补充教学对辍学率和毕业率的影响：以 5 年制工程课程为例
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
J. Fredriksson
中科院分区：
文献类型：
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作者：
J. Malm;Leif Bryngfors;J. Fredriksson
本研究的重点是补充教学（SI）对毕业率和辍学率的长期定量影响。 SI 的主要目标之一是向学生介绍有效的学习策略和技巧。如果在高等教育新生的早期阶段引入SI，那么应该预期这一行动将促进及时毕业。美国两所大学——密苏里大学堪萨斯城分校和犹他州立大学的研究也表明了这一点。这种影响显然应该引起任何想要为学生引入 SI 的学院或大学的极大兴趣。然而，需要来自不同背景和环境的更多研究才能概括以前研究的结果。这项调查就是针对工程教育学院学生的一项此类研究。这项研究的结果表明，SI 似乎对学生的坚持有显着影响，并且随着 SI 出勤率的增加，这种影响不断增强。与未参加 SI 会议的学生相比，在第一学期参加所有 SI 会议的学生在六年内从理学硕士 (MSc) 工程课程毕业的机会增加约 20-35%。如果学生参加所有 SI 课程，退学的风险会降低约 20-40%。结果还表明，所有学生都从参加 SI 中受益，与之前的学业成绩和性别无关。 （较少的）
This study focuses on quantitative long-term effects of SupplementalInstruction (SI) in terms of graduation and dropout rates. One of the main aimsof SI is to introduce students to effective study strategies and techniques. If SIis introduced at an early stage for new students in higher education, it shouldtherefore be expected that this action will promote timely graduation. This hasalso been indicated in studies at two US universities – University of MissouriKansas City and Utah State University. This impact should obviously be of hugeinterest to any college or university that wants to introduce SI for theirstudents. However, more studies from different settings and environments areneeded to be able to generalise the findings from previous studies. Thisinvestigation is one such study for students at an engineering educationfaculty.The results from this study show that SI appears to have a pronounced effecton student persistence, and that the effect increases continuously withincreasing SI attendance. A student’s chances of graduating from an Master ofScience (MSc) engineering program within six years, increases by approximately20-35 % for a student attending all SI meetings in the first semester, comparedto a student who does not attend SI. The risk of a student dropping out isreduced by approximately 20-40 % if he/she attends all SI sessions. The resultsalso show that all students benefit from attending SI, independent of prioracademic achievement and gender. (Less)