Anfuso Chantelle, Awong-Taylor Judy, Curry Savage Jamye, Johnson Cynthia, Leader Tirza, Pinzon Katherine, Shepler Benjamin, Achat-Mendes Cindy
Georgia Gwinnett College, Lawrenceville, GA 30043 United States.
Int J STEM Educ. 2022;9(1):55. doi: 10.1186/s40594-022-00372-w. Epub 2022 Sep 5.
Supplemental instruction (SI) is a well-established mode of direct academic support, used in a wide variety of courses. Some reports have indicated that SI and similar peer-led academic support models particularly benefit students identifying with historically underserved racial/ethnic groups in STEM. However, these studies have not explicitly examined the role of prior academic experiences, an important consideration in college success. We report on the impact of a modified SI model, Peer Supplemental Instruction (PSI), on student success in introductory STEM courses at a diverse access institution. This study focuses on PSI's impact on the academic performance of students identifying with historically underserved racial/ethnic groups, while also considering the effects of prior academic experiences.
Data were aggregated for nine courses over five semesters to produce a robust data set ( = 1789). PSI attendees were representative of the overall student population in terms of previous academic experiences/performance (as determined by high school GPA) and self-identified racial/ethnic demographics. Frequent PSI attendance was correlated with a significant increase in AB rates (average increase of 29.0 percentage points) and reduction in DFW rates (average decrease of 26.1 percentage points) when comparing students who attended 10 + vs. 1-2 PSI sessions. Overall, students identifying as Black/African American received the largest benefit from PSI. These students experienced a significant increase in their final course GPA when attending as few as 3-5 PSI sessions, and exhibited the largest increase in AB rates (from 28.7 to 60.5%) and decrease in DFW rates (from 47.1 to 14.8%) when comparing students who attended 10 + vs. 1-2 sessions. However, students with similar HS GPAs experienced similar benefits from PSI, regardless of self-identified race/ethnicity.
The data presented here suggest that PSI particularly benefitted underprepared students in their introductory STEM courses. Since students identifying with historically underserved racial/ethnic groups have traditionally had inequitable K-12 educational experiences, they enter college less prepared on average, and thus particularly benefit from PSI. PSI, in conjunction with additional strategies, may be a useful tool to help rectify the results of systemic educational inequities for students identifying with historically underserved racial/ethnic groups.
补充教学（SI）是一种成熟的直接学术支持模式，广泛应用于各类课程。一些报告表明，补充教学及类似的同伴主导学术支持模式对在STEM领域中来自历史上未得到充分服务的种族/族裔群体的学生尤其有益。然而，这些研究并未明确考察先前学术经历的作用，而这是大学学业成功的一个重要考量因素。我们报告了一种改进的补充教学模式，即同伴补充教学（PSI），对一所多元化入学机构的STEM入门课程中学生学业成功的影响。本研究聚焦于同伴补充教学对来自历史上未得到充分服务的种族/族裔群体的学生学业表现的影响，同时也考虑先前学术经历的作用。
汇总了五个学期九门课程的数据，形成了一个丰富的数据集（n = 1789）。就先前的学术经历/成绩（由高中平均绩点决定）和自我认定的种族/族裔人口统计学而言，参加同伴补充教学的学生代表了全体学生群体。当比较参加10次及以上与参加1 - 2次同伴补充教学课程的学生时，频繁参加同伴补充教学与及格率显著提高（平均提高29.0个百分点）和退学/不及格率降低（平均降低26.1个百分点）相关。总体而言，自我认定为黑人/非裔美国人的学生从同伴补充教学中受益最大。这些学生在参加少至3 - 5次同伴补充教学课程时，期末课程平均绩点显著提高，并且在比较参加10次及以上与参加1 - 2次课程的学生时，及格率提高幅度最大（从28.7%提高到60.5%），退学/不及格率降低幅度最大（从47.1%降低到14.8%）。然而，具有相似高中平均绩点的学生，无论其自我认定的种族/族裔如何，从同伴补充教学中获得的益处相似。
此处呈现的数据表明，同伴补充教学对STEM入门课程中准备不足的学生尤其有益。由于来自历史上未得到充分服务的种族/族裔群体的学生传统上经历了不公平的K - 12教育经历，他们进入大学时平均准备不足，因此尤其受益于同伴补充教学。同伴补充教学与其他策略相结合，可能是一个有用的工具，有助于纠正针对来自历史上未得到充分服务的种族/族裔群体的学生的系统性教育不公平的结果。
