On the Effectiveness of Supplemental Instruction
On the Effectiveness of Supplemental Instruction
复制标题
论补充教学的有效性
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Kimberly S. Cowley
中科院分区：
文献类型：
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作者：
P. Dawson;J. Van der Meer;J. Skalicky;Kimberly S. Cowley
补充教学（SI）-不同地称为同伴辅助学习，同伴辅助学习课程，以及其他名称-是一种在高等教育中流行的学术支持干预。在SI课程中，一名高年级学生促进学习高风险课程的本科生之间的同伴学习。本文对2001年至2010年关于SI有效性的文献进行了系统综述。29项研究符合纳入标准。由于方法的异质性和缺乏一致性定义SI治疗，定性综合方法的应用。然而，对于7项纳入研究，计算了SI参与对最终成绩的影响量，范围为d = 0.29至d = 0.60。审查的结果与美国教育部在20世纪90年代证实的说法一致，即参与SI与更高的平均成绩，更低的失败率和退出率以及更高的保留率和毕业率相关。
Supplemental instruction (SI)—variously known as peer-assisted learning, peer-assisted study sessions, and other names—is a type of academic support intervention popular in higher education. In SI sessions, a senior student facilitates peer learning between undergraduates studying a high-risk course. This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of SI. Twenty-nine studies met the inclusion criteria. Due to methodological heterogeneity and lack of consistency defining the SI treatment, qualitative synthesis methods were applied. For seven included studies, however, an effect size of SI participation on final grades was calculated, ranging from d = 0.29 to d = 0.60. The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.