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ERIC Number: EJ742211
Record Type: Journal
Publication Date: 2006
Pages: 12
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1079-0195
Supplemental Instruction and the Performance of Developmental Education Students in an Introductory Biology Course
Moore, Randy; LeDee, Olivia
Journal of College Reading and Learning, v36 n2 p9-20 Spr 2006
Although first-year students in Supplemental Instruction (SI) earned similar average numerical-grades in an introductory biology course as non-SI students, their grade distributions were different: SI students earned fewer D's and F's than non-SI students. SI students who earned A's and B's had similar admissions scores as those who earned D's and F's, but were distinguished by their academic behaviors: they submitted more extra-credit work and came to more classes, help sessions, and office hours than non-SI students. These data indicate that SI can help at-risk students in an introductory biology course to engage in positive academic behaviors and to improve their academic performance. (Contains 2 tables.)
Texas State University San Marcos, Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site: http://www.crla.net.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A