The Impact of Supplemental Instruction on the Performance of Male and Female Engineers in a Freshman Chemistry Course

Abstract

This study investigates the connection between the use of supplemental instruction (SI) by engineering students and their performance in a required first year general chemistry course. SI includes group and one-on-one peer tutoring as well as instructor and teaching assistant office hours. Previous research has shown that participation in SI correlates with higher course grades, more confidence in course material, greater material retention, higher overall GPA, and greater student retention and graduation rates. [1] Engaging students in SI, however, has been a persistent challenge. For example, a previous study found only 40% of students enrolled in historically difficult classes (including general chemistry) took advantage of the SI provided. This study found participants in SI were more likely to have a final course grade of B or better and less likely to withdraw from the class. [2] Last year we conducted a study comparing the performance of students who did and did not use available forms of SI and correlated performance outcomes with factors deterring students from using the offered forms of SI. Our focus this year is to identify statistically significant trends in our data from this year’s and last year’s classes and assess the impact of level of participation in SI on student self-efficacy and attitude towards SI for freshmen enrolled in a required general chemistry course. To understand a student’s choice to participate in SI and to determine correlations with course assessments and grades, students enrolled in a required general chemistry course were surveyed at the beginning and at the end of the semester. This year (fall 2014) 524 students participated in the pre-survey, a response rate of 89%. Last year (fall 2013) 417 students participated in the presurvey, a response rate of 88%. The gender distribution was 28% females (fall 2014) and 32% females (fall 2013), which has a slightly higher percentage of females than the distribution of first year students in the College of Engineering (COE) at Northeastern University. Our previous studies suggested female students had a higher “trigger point” (i.e., grade at which they decided to seek out SI) than males upon entering college. These studies also examined the benefits of class attendance and the correlation between use of SI and increased course grade. Based on statistical analysis of this year’s data, these hypotheses remain robust, with a generally increased confidence level in these hypotheses. Our current study builds on our previous ones by collecting another year of data (which coincides with increased enrollment of over 100 students). This study also applies more rigorous statistical methods to distinguish trends in both the current year’s data (fall 2014) and last year’s data (fall 2013). Our ultimate goal is to use this study focused on a general chemistry class as a model for identifying how to improve the engagement and efficacy of SI for freshman engineering students and to address any issues related to gender differences.