The impact of supplemental instruction on learning competence and academic performance

Research output: Journal Publications and ReviewsRGC 21 - Publication in refereed journalpeer-review

57 Scopus Citations
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Author(s)

  • Hoi Kwan Ning
  • Kevin Downing

Related Research Unit(s)

Detail(s)

Original languageEnglish
Pages (from-to)921-939
Journal / PublicationStudies in Higher Education
Volume35
Issue number8
Publication statusPublished - Dec 2010

Abstract

This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre and post-intervention learning competence measures (the 10 scales of the Learning and Study Strategies Inventory) were available for 430 first year undergraduate business students (Supplemental Instruction, n = 109; Non-Supplemental Instruction, n = 321) from a university in Hong Kong. Structural equation modeling demonstrated that supplemental instruction had a significant effect on academic performance, both directly and indirectly via enhancement of student learning competence, after controlling for preintervention learning strategy scores and previous academic achievement. This study provides evidence that supplemental instruction can be a very effective instructional strategy for promoting undergraduate student learning. © 2010 Society for Research into Higher Education.

Research Area(s)

  • Academic performance, Learning competence, Longitudinal, Peer-assisted learning, Structural equation modeling

Citation Format(s)

The impact of supplemental instruction on learning competence and academic performance. / Ning, Hoi Kwan; Downing, Kevin.
In: Studies in Higher Education, Vol. 35, No. 8, 12.2010, p. 921-939.

Research output: Journal Publications and ReviewsRGC 21 - Publication in refereed journalpeer-review