Student Attitudes Towed Supplemental Instruction
Advisor(s)
Dr. Hannah Sturtevant
Confirmation
1
Document Type
Poster
Location
McIntosh Activities Room
Start Date
19-4-2024 10:00 AM
End Date
19-4-2024 10:50 AM
Abstract
Supplemental instruction has been shown to enhance students’ experience with and performance in the chemistry classroom by increasing student support and creating a sense of community and belonging (Deweese et al., 2024). Student perceptions of supplemental instruction before and after participation in an SI program, however, have not been fully explored. In order to improve student experience in chemistry via SI participation, it is necessary to further study this topic. This study investigated how students viewed SI at the end of the semester compared to their views before participating in the program. General chemistry students were offered the opportunity to attend optional, once-a-week SI sessions and participated in the program to varying degrees. A survey developed by the researchers was administered to general chemistry students in multiple course sections during the first and last week of the semester. Paid, semi-structured follow-up interviews were conducted with a selected subset of consenting students. A thematic analysis was performed on the open-ended response data of the pre- and post-surveys (n=67 in spring 2023; n=119 in fall 2023) as well as the post-semester interviews (n=5 in spring 2023 and n=12 in fall 2023). Analysis shows that student views were affected in various ways: some who exhibited negative attitudes towards SI gave positive feedback at the end of the semester, some with positive preconceptions chose not to utilize the resource at all, and some were dissatisfied with their SI experience. Possible factors for these responses based on the data will be discussed as well as potential modifications that could be made to improve students’ experiences with SI in the future.
Recommended Citation
Bouillon, Summer C. and Sturtevant, Hannah Dr, "Student Attitudes Towed Supplemental Instruction" (2024). ONU Student Research Colloquium. 33.
https://digitalcommons.onu.edu/student_research_colloquium/2024/Posters/33
Level of Access
Restricted to ONU Community
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Student Attitudes Towed Supplemental Instruction
McIntosh Activities Room
Supplemental instruction has been shown to enhance students’ experience with and performance in the chemistry classroom by increasing student support and creating a sense of community and belonging (Deweese et al., 2024). Student perceptions of supplemental instruction before and after participation in an SI program, however, have not been fully explored. In order to improve student experience in chemistry via SI participation, it is necessary to further study this topic. This study investigated how students viewed SI at the end of the semester compared to their views before participating in the program. General chemistry students were offered the opportunity to attend optional, once-a-week SI sessions and participated in the program to varying degrees. A survey developed by the researchers was administered to general chemistry students in multiple course sections during the first and last week of the semester. Paid, semi-structured follow-up interviews were conducted with a selected subset of consenting students. A thematic analysis was performed on the open-ended response data of the pre- and post-surveys (n=67 in spring 2023; n=119 in fall 2023) as well as the post-semester interviews (n=5 in spring 2023 and n=12 in fall 2023). Analysis shows that student views were affected in various ways: some who exhibited negative attitudes towards SI gave positive feedback at the end of the semester, some with positive preconceptions chose not to utilize the resource at all, and some were dissatisfied with their SI experience. Possible factors for these responses based on the data will be discussed as well as potential modifications that could be made to improve students’ experiences with SI in the future.