The impact of supplemental instruction on learning competence and academic performance
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review
Author(s)
Related Research Unit(s)
Detail(s)
Original language | English |
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Pages (from-to) | 921-939 |
Journal / Publication | Studies in Higher Education |
Volume | 35 |
Issue number | 8 |
Publication status | Published - Dec 2010 |
Link(s)
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.
In: Studies in Higher Education, Vol. 35, No. 8, 12.2010, p. 921-939.
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review