Differential Benefits of Attending Supplemental Instruction for Introductory Large-Section University U.S. History Courses

• In Event: 16.058 - Roundtable Session 6
  In Roundtable Session: 16.058-7 - Improving Learning: Interventions to Promote Student Learning and Development

Abstract

We investigated students’ academic achievement in three high-enrollment introductory-level history sections at a large public, Hispanic-serving university. Using a conditional indirect effects model, we analyzed supplemental instruction (SI) attendance and class absences as predictors of course success after accounting for sex, ethnicity/race, and SAT/ACT scores. Results suggested a positive direct effect of SI attendance on course success and a negative direct effect of absences. A significant interaction effect between ethnicity/race and SI suggested that Hispanic students reaped stronger benefits from SI than White students, and that the course achievement gap between these groups was smaller when students attended more hours of SI. Findings support the effectiveness of SI by examining mediation and moderation effects and controlling for confounding variables.

Authors

• Taylor Wayne Acee, Texas State University-San Marcos

• Emily Summers, Texas State University-San Marcos

• Gail R. Ryser, Texas State University-San Marcos