Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics.

ABSTRACT: Providing less prepared students with supplemental instruction (SI) in introductory STEM courses has long been used as a model in math, chemistry, and biology education to improve student performance, but this model has received little attention in physics education research. We analyzed the course performance of students enrolled in SI courses for introductory mechanics and electricity and magnetism (E&M) at Stanford University compared with those not enrolled in the SI courses over a two-year period. We calculated the benefit of the SI course using multiple linear regression to control for students' level of high school physics and math preparation. We found that the SI course had a significant positive effect on student performance in E&M, but that an SI course with a nearly identical f

SUBMITTER: Burkholder E 

PROVIDER: S-EPMC8016292 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature