Enhancing Students’ Academic Performance in University System: The Perspective of Supplemental Instruction

Oyinlola Omolara Adebola, Cias T. Tsotetsi, Bunmi Isaiah Omodan

Abstract


Following the dwindled academic performance of first-year undergraduate students in the universities as observed by the researchers and confirmed by the literature, the study problematised Supplemental Instruction (SI) mechanism as a tool to enhance students’ performance. Supplemental Instruction, according to this study, is the kind of supplementary academic supports rendered to students to enhance their performance.  In order to achieve this, this study explored the challenges with the use of Supplemental Instruction along with the possible solutions to the problems. Social constructivism was used to theorise the study. Participatory Research (PR) was adopted as a methodology for the study because it involved the coming together of the concerned people to participate in problem definition, problem assessment, implementation, and evaluation. Unstructured interviews were used to generate data from the participants who were facilitators and students as co-researchers with the use of audiotape recorder. The participants for the study included first-year students at the selected university, the SI coordinator, two tutors for various modules and their lecturers.  Thematic analysis was adopted to categorise, interpret, and analyse the generated data because it involved the reflection of categorised objectives. The study found out among others that; inadequate planning and lack of collaborative engagement were the major challenges while training and retraining of SI personnel and collaborative engagement were the suggestible solutions to ameliorate the problems. However, the study, in its conclusion, significantly enhances the university’s reputation and increases the quality of its outputs in terms of students’ academic performance through the use of SI.

https://doi.org/10.26803/ijlter.19.5.13


Keywords


first-year students; academic performance; university system; supplemental instruction

Full Text:

PDF

References


Akaranga, S. I., & Ongoinga, J. J. (2014). The supervision of woman by religion: A Kenyan example. Journal of educational policy and entrepreneurial research, 1(4), 48-60.

Akaranga, S. I., & Ongonga, J. J. (2013). “Work Ethics for University Lecturers: An Example of Nairobi and Kenyatta. International Journal of Arts and Commerce, 2(8) 8-22.

Aldridge, J. (2017). Advancing participatory research. Relational Social Work, 1(2), 26-35. https://doi.org/10.14605/RSW121702

Alemu, S. K. (2019). African higher education and the Bologna Process. European Journal of Higher Education, 9(1), 118-132. https://doi.org/10.1080/21568235.2018.1561313

Ane, J., & Neva, L. (2018). Bridging the Supplemental Instruction Leader Experience and Post-Graduation Life. The Learning Assistance Review (TLAR), 3(1), 95-144.

Arendale, D. (1997). Supplemental Instruction (SI): Review of research concerning the effective of SI from the University of Missouri-Kansas City and Other Institutions across the United States. In M. Sylvia and G. Enright (Eds), Proceedings of the 17th and 18th Annual Institutes For Learning Assistance Professionals. Tucson, AZ: University Learning Center, University of Arizona, pp. 1-25.

Barclay, C. (2018). Semi-structured interviews: Qualitative Research Guidelines Project. Retrieved from http://www.qualres.org/HomeSemi-3629.html

Boud, D., Cohen, R., & Sampson. J. (1999). Peer learning and assessment. Assessment & Evaluation in Higher Education 24(4), 413–426. https://doi.org/10.1080/0260293990240405

Bowles, T. I., McCoy, A. C., & Bates, S. (2008). The effect of supplemental Instruction on timely graduation. College Student Journal, 42(3), 853-859.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa

Dana, J. (2013) Belief in the unstructured interview: The persistence of an illusion. Judgment and Decision Making, 8(5), 512–520.

Dagar, V., & Yadav, A. (2016). Constructivism: A Paradigm for Teaching and Learning. Arts Social Science Journal, 7(4), 1-4. https://doi.org/10.4172/2151-6200.1000200

Etter, E. R., Burmeister, S. L., & Elder, R. J. (2000). Improving student performance and retention via supplemental instruction. Journal of Accounting Education, 18(4), 355-368. https://doi.org/10.1016/S0748-5751(01)00006-9

Foster-Fishman, P. G., Law, K. M., Lichty, L. F., & Aoun, C. (2010). Youth ReACT for Social Change: A Method for Youth Participatory Action Research. American Journal of Community Psychology, 46(1-2), 67–83. https://doi.org/10.1007/s10464-010-9316-y

Gergen, K. J. (1995). Social construction and the educational process. Constructivism in Education, 17-39.

Ho, B. S. (2002). Application of participatory action research to family-school intervention. School Psychology Review, 31(1), 106-121. https://doi.org/10.1080/02796015.2002.12086145

Hughes, J. N. (2003). Commentary: Participatory action research leads to sustainable school and community improvement. School Psychology Review, 32(1), 38-43. https://doi.org/10.1080/02796015.2003.12086179

Jard, B., & Stefan, T. (2012). Participatory Research Methods: A Methodological Approach in Motion, 13(1), 1-35. http://dx.doi.org/10.17169/fqs-13.1.1801

Joakim, M., Leif, B., & Lise, M. (2012). Supplemental Instruction improves grades but not persistence. Long-term impact. Journal of Developmental Education, 26, 2–8.

KEMACA. 2008. Education Management Capacity Assessment: A Pilot in Kenya, Nairobi: Kenya Education Management Capacity Assessment.

Kemmis, S. (1993). Action research and social movement. Education policy analysis archives, 1.

Latino, J. A., & Unite, C. M. (2012). Providing academic support through peer education. New Directions for Higher Education, 157, 31-43. https://doi.org/10.1002/he.20004

Jacobs, G., Hurley, M., & Unite, C. (2008). How learning theory creates a foundation for SI leader training. Journal of Peer Learning, 1(1), 6-12.

Medina, L. (2003). Student mentoring program. Melbourne: The Royal Melbourne Institute.

Magin, D. J., & A.E. Churches. (1995). Peer tutoring in engineering design: A case study. Education and Training, 39(9), 333-43. https://doi.org/10.1080/03075079512331381810

Michelle, O. (2012). Supplemental Instruction Improves Grades but not Persistence. College Student Journal, 46(2), 344-349.

Mohamad, E., Saud, M., & Ahmad, B. E. (2018). Marketing Teachers Training And Retraining Programmes In Enugu State To Educational Policymakers & Administrators. Journal of Law, Policy and Globalization, 20, 10-22.

Moleko, M. M., Hlalele, D., & Mahlomaholo, M. (2014). Challenges Experienced with the Implementation of Supplemental Instruction at Institutions of Higher Education. Mediterranean Journal of Social Sciences, 5(27), 740-751.

Nelson, G., Ochocka, J., & Lord, J. (1993). “Nothing about Me, Without Me": Participatory Action Research with Self-Help/Mutual Aid Organisations for Psychiatric Consumer/Survivors. American Journal of Community Psychology, 26(6), 881–912. https://doi.org/10.1023/A:1022298129812

Nkoane, M. M. (2012). Critical emancipatory research for social justice and democratic citizenship. Perspectives in Education, 30(4), 98-104.

Nowell, L. S., Noris, M. J., White, E. D., & Moules, J. N. (2017). Thematic Analysis: Striving to Meet the trustworthiness criteria. The International Journal of Qualitative Methods, 16(1), 1-34. https://doi.org/10.1177/1609406917733847

Olstedt, E. (2005). Supplemental instruction, SI – Ett förhållningssätt till lärande. I SI Metod och teori [SI - A learning approach. In SI Method and Theory]. Centrum för Supplemental Instruction, 8–14.

Omodan, B. I. (2019). A strategy to enhance crisis management between students and university authorities in Nigeria (PhD thesis). University of the Free State, South Africa.

Peterfreund, A. R., Rath, K. A., Xenos, S. P., & Bayliss, F. (2008). The impact of Supplemental Instruction on students in STEM courses: Results from San Francisco. Journal of College Student Retention: Research, Theory & Practice, 9(4), 487-503

Philip, D., Jacque, V., & Jane, K. (2014). On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature between 2001 and 2010. Review of Educational Research, 84(4). https://doi.org/10.3102/0034654314540007

Potter, J. (1997). New directions in student tutoring. Education and Training 39 (1): 24–30.

Rajendra, C., & Sue, P. (2015). Challenges in Higher Education in South Africa. In J. Condy (Ed.), Telling stories differently. Engaging 21st century students through digital story telling (1st Edition, pp.1-6). Sun Media Stellenbosch.

Sandy, Q. Q. , (2011). The qualitative research interview. Qualitative Research in Accounting & Management, 8, 238-264. https://doi.org/10.1108/11766091111162070

Sarason, S. B. (2003). The skeptical visionary: A Seymour Sarason education reader. Philadelphia, PA: Temple University Press.

Sintayehu, K. A. (2019). African higher education and the Bologna Process. European Journal of Higher Education, 9(1), 118-132. https://doi.org/10.1080/21568235.2018.1561313

Vygotsky, L. S. (1978). Tool and symbol in child development. In M. Cole, V. John-Steiner, S. Scribner and E. Souberman (Eds.) Mind in Society-the development of higher psychological processes. Cambridge: Harvard University Press.

Widmar, G. (1994). Supplemental Instruction: From small beginnings to national program. New Directions for Teaching and Learning, 60, 3–10.

Wood, M. (1997). Mentoring in further and higher education: Learning from the literature. Studies in Higher Education, 20(1), 73–85.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493