SUPPORTED LEARNING GROUPS (SLGS) IN A FIRST-YEAR ENGINEERING CHEMISTRY COURSE

Erin Jobidon, William Owen, Mary Robinson, Andrea Prier

Abstract


The Engineering Undergraduate Office at the University of Waterloo first started using Supplemental Instruction (SI) in a common first-year chemistry course, ChE102, in September 2013 and continued in September
2014 and 2015. This paper shares the mechanics of how SI was implemented for 11 cohorts totaling approximately 3900 students over the past 3 fall terms. Findings suggest that students who attend SI after midterms have higher final grades in their CHE 102 course as well as a higher overall term average. As well, the academic standing of students (based on their midterm grades) can help to accurately predict which students will attend SI sessions.
Similarly, attending SI after midterms can also help a certain type of student improve their marks in ChE 102 and also their term average.

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DOI: http://dx.doi.org/10.24908/pceea.v0i0.6501