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On the effectiveness of supplemental instruction: a systematic review of supplemental instruction and peer-assisted study sessions literature between 2001 and 2010

Dawson,P, van der Meer,J, Skalicky,J and Cowley,K 2014, On the effectiveness of supplemental instruction: a systematic review of supplemental instruction and peer-assisted study sessions literature between 2001 and 2010, Review of educational research, vol. 84, no. 4, pp. 609-639, doi: 10.3102/0034654314540007.

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Title On the effectiveness of supplemental instruction: a systematic review of supplemental instruction and peer-assisted study sessions literature between 2001 and 2010
Author(s) Dawson,PORCID iD for Dawson,P orcid.org/0000-0002-4513-8287
van der Meer,J
Skalicky,J
Cowley,K
Journal name Review of educational research
Volume number 84
Issue number 4
Start page 609
End page 639
Total pages 31
Publisher Sage
Place of publication London, Eng.
Publication date 2014-12
ISSN 0034-6543
1935-1046
Keyword(s) supplemental instruction
PASS
peer learning
effectiveness
systematic review
Summary Supplemental instruction (SI)—variously known as peer-assisted learning, peer-assisted study sessions, and other names—is a type of academic support intervention popular in higher education. In SI sessions, a senior student facilitates peer learning between undergraduates studying a high-risk course. This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of SI. Twenty-nine studies met the inclusion criteria. Due to methodological heterogeneity and lack of consistency defining the SI treatment, qualitative synthesis methods were applied. For seven included studies, however, an effect size of SI participation on final grades was calculated, ranging from d = 0.29 to d = 0.60. The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.
Language eng
DOI 10.3102/0034654314540007
Field of Research 130103 Higher Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2014, SAGE Publications
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070540

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.