Participation in Peer-Led Supplemental Instruction Groups, Academic Performance, and Time to Graduation

• In Event: 66.089 - Sheraton Roundtable Session 13 - Grand Centre
  In Roundtable Session: 66.089-3 - Intra- and Interpersonal Contexts for Learning

Abstract

This study investigated the relationship of students’ participation in peer-led Supplemental Instruction groups, called Facilitated Study Groups (FSGs), with their academic performance and years to graduation. Data were analyzed for about 2,400 students who started university between 2005 and 2007 and took Psychology 100 (PSY100) during their first year. Students who attended two or more FSG sessions received about 5% higher marks in PSY100 than those who did not, after controlling for gender and tuition status (domestic or international). Students with higher PSY100 marks took less time to graduate and were more likely to have graduated by 2016. After controlling for gender, tuition status, and marks in PSY100, no relationship was found between FSG participation and degree completion time.

Authors

• Amanda Brijmohan, University of Toronto

• Monica V. Paabo, University of Toronto

• Thomas Klubi, University of Toronto Mississauga

• Tyler Evans-Tokaryk, University of Toronto Mississauga

• Ruth A. Childs, University of Toronto - OISE