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Galina Nilsson1, Elena Luchinskaya2
1University West, Sweden
2Leeds Beckett University, Lancaster University, United Kingdom
This paper explores the opportunities for implementing a Supplemental Instruction (SI) peer-tutoring system in teaching mathematics for engineers.
The SI model of peer-assisted study originated in the US in 1973 and aimed to improve students’ performance in ‘high risk’ courses, decrease the drop-out rate, and develop students’ competences. The SI model is underpinned by social constructivist learning theories which emphasise that learning is constructed in an interactive social context which leads to a deeper understanding of content matter. SI is now widely used in higher education.
SI sessions are led by peer students who act as learning facilitators. There are different models of peer tutoring: senior students act as student learning facilitators for junior students or, alternatively, students from the same cohort act as learning facilitators.
This paper evaluates the outcomes of two pilot projects at University West, Sweden where the SI method was implemented in teaching “Algebra and Calculus I for engineers”. In the first project (2008-2009) the learning facilitators were from the same student cohort and in the second project (2014-2015) the senior students acted as learning facilitators.
The objectives of the first project were to improve students’ motivation, develop their competences and independent learning. However, the objectives of the second project were aimed at bridging the gap between the maths knowledge of school leavers and university requirements. For the past few years the students on this ‘high risk’ module were showing a high failure rate and were struggling to progress onto the second year.
In both cases the learning facilitators underwent training. Their role was to initiate group work and coordinate the problem solving process. In the first study the SI sessions were compulsory but in the second one they were optional.
At the end of both projects the students were asked to fill in a questionnaire about their experience. The academic staff involved in the projects were also interviewed.
The analysis of the students’ responses demonstrated that the students felt that they improved their performance, became more confident in solving challenging problems, improved their subject knowledge, and achieved a greater depth of subject understanding. The students commented that studying together was more motivating as well as rewarding. The analysis of the academic staff experience suggested that the students benefited from both SI models. The paper concludes with suggestions of scenarios in which these two different SI models could be implemented.