The Effects of Supplemental Instruction on Student Attitudes and Academic Skills


Rebecca Tuerk

Document Type


Degree Name

Doctor of Education (Ed.D)


Higher Edu and Learning Technology

Date of Award

Fall 2018


At post-secondary institutions in the United States, the frequent topics of discussion are undergraduate retention, persistence, and graduation rates. Researchers have identified specific factors that promote student retention, engagement, and degree completion; these factors involve a combination of academic and cognitive development and social integration (Astin, 1999; Terenzini, 1987; Tinto, 1987). Supplemental Instruction (SI), a form of peer assisted tutoring, incorporates peer interaction and collaboration while engaging students in academic activities (Maxwell, 1998; McGuire, 2006). Since the inception of SI in the early 1970s it has proven to be an effective intervention in regards to producing positive results related to student retention, persistence, and graduation rates (Bowles, McCoy, & Bates, 2008; Ramirez, 1997). Although many researchers have focused on SI and the long-term and short-term student outcomes, very little is known regarding effects of SI on student attitudes and academic skills. The purpose of this study was to assess if a change in student scores occurs on the College Learning Effectiveness Inventory (CLEI) in relation to academic self-efficacy, organization and attention to study, stress and time press, involvement with college activity, emotional satisfaction, and class communication from the beginning and the end of the semester based on SI usage.Keywords: supplemental instruction (SI), College Learning Effectiveness Inventory (CLEI), academic integration, social integration


Charlotte Larkin

Subject Categories

Education | Higher Education