دورية أكاديمية
Investigating the Impact of Peer Supplemental Instruction on Underprepared and Historically Underserved Students in Introductory STEM Courses
| العنوان: | Investigating the Impact of Peer Supplemental Instruction on Underprepared and Historically Underserved Students in Introductory STEM Courses |
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| اللغة: | English |
| المؤلفون: | Anfuso, Chantelle (ORCID |
| المصدر: | International Journal of STEM Education. 2022 9. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1623779 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Disproportionate Representation, Minority Group Students, College Readiness, STEM Education, Peer Teaching, Supplementary Education, Educational Benefits, Blacks, African American Students, Equal Education, Academic Achievement |
| DOI: | 10.1186/s40594-022-00372-w |
| تدمد: | 2196-7822 |
| مستخلص: | Background: Supplemental instruction (SI) is a well-established mode of direct academic support, used in a wide variety of courses. Some reports have indicated that SI and similar peer-led academic support models particularly benefit students identifying with historically underserved racial/ethnic groups in STEM. However, these studies have not explicitly examined the role of prior academic experiences, an important consideration in college success. We report on the impact of a modified SI model, Peer Supplemental Instruction (PSI), on student success in introductory STEM courses at a diverse access institution. This study focuses on PSI's impact on the academic performance of students identifying with historically underserved racial/ethnic groups, while also considering the effects of prior academic experiences. Results: Data were aggregated for nine courses over five semesters to produce a robust data set (n = 1789). PSI attendees were representative of the overall student population in terms of previous academic experiences/performance (as determined by high school GPA) and self-identified racial/ethnic demographics. Frequent PSI attendance was correlated with a significant increase in AB rates (average increase of 29.0 percentage points) and reduction in DFW rates (average decrease of 26.1 percentage points) when comparing students who attended 10 + vs. 1-2 PSI sessions. Overall, students identifying as Black/African American received the largest benefit from PSI. These students experienced a significant increase in their final course GPA when attending as few as 3-5 PSI sessions, and exhibited the largest increase in AB rates (from 28.7 to 60.5%) and decrease in DFW rates (from 47.1 to 14.8%) when comparing students who attended 10 + vs. 1-2 sessions. However, students with similar HS GPAs experienced similar benefits from PSI, regardless of self-identified race/ethnicity. Conclusions: The data presented here suggest that PSI particularly benefitted underprepared students in their introductory STEM courses. Since students identifying with historically underserved racial/ethnic groups have traditionally had inequitable K-12 educational experiences, they enter college less prepared on average, and thus particularly benefit from PSI. PSI, in conjunction with additional strategies, may be a useful tool to help rectify the results of systemic educational inequities for students identifying with historically underserved racial/ethnic groups. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1347258 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 2196-7822 |
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| DOI: | 10.1186/s40594-022-00372-w |