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Summers, Emily J.; Acee, Taylor W.; Ryser, Gail R. – Journal of College Reading and Learning, 2015
We investigated students' academic achievement in three high-enrollment, introductory-level history sections at a large, public, Hispanic-serving university. Using a conditional indirect-effects model, we analyzed supplemental instruction (SI) attendance and class absences as predictors of course success, after accounting for sex, ethnicity/race,…
Descriptors: History Instruction, United States History, Introductory Courses, Supplementary Education