Title: Impact of Supplemental Instruction on dropout and graduation rates: an example from 5-year engineering programs
Abstract: 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)
Publication Year: 2018
Publication Date: 2018-01-01
Language: en
Type: article
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Cited By Count: 13
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