Understanding the factors influencing student participation in supplemental instruction in freshman chemistry

Abstract

This study examines the factors that are most important from the perspective of a first year engineering student in utilizing supplemental instruction in a required introductory course in general chemistry. Prior studies have indicated a strong correlation between success in a course and utilization of supplemental instruction, especially for students under-represented in engineering. Supplemental instruction includes peer tutoring, instructor office hours, review sessions, study groups, and other programs to assist students outside of the classroom. Based on the demonstrated success of supplemental instruction programs developed for women in engineering, the College of Engineering at Northeastern University expanded the programs to all engineering freshmen (male and female). Review sessions for a course in general chemistry for engineers led by upper-class women tutors studying chemical engineering were particularly successful. Tutors attended instructors' chemistry lectures and served as role models to support and encourage freshmen in this challenging first year course. Although the program has been run successfully for a number of years, with typically 60% of female engineering freshmen enrolled in chemistry attending, the team of tutors, course coordinator, and program advisors sought to increase student participation. Our current research is directed towards understanding what causes students to utilize supplemental instruction. To understand the factors influencing student participation in supplemental instruction, first year engineering students in the Fall 2012 offering of General Chemistry for Engineers were asked to complete a survey at the beginning and again at the end of the semester. For most students enrolled in this course, this semester is their first in college. Both surveys were completed by 221 students (51 females and 170 males) for a response rate of 54% (i.e. 221 survey participants out of 407 total students who were enrolled and completed the first year required chemistry course). This response rate was reasonable considering students under the age of eighteen were not permitted to complete the survey. In addition, a 54% response rate was comparable to the response rate of similar surveys conducted in past years. Students who elected not to participate in the surveys had a similar male to female ratio as that of survey participants. The pre-survey included questions about a student's previous experience with tutoring in high school and his/her likelihood to utilize extra resources at the college level. It also included questions to uncover the "trigger point" at which a student decides they will seek additional help. Not surprisingly, women had a higher trigger threshold than men (course grades of A or B for women versus B or C for men on average). Both male and female students saw convenience as a main factor determining whether or not they used supplemental instruction. They indicated that frequency, time, and location of tutoring sessions were the most important factors. The tutor's depth of understanding and ability to explain material well were also key factors that motivated students to continue to attend tutoring sessions. Students felt most comfortable receiving help from tutors who were closer to them in educational background. As a result, students were most likely to seek tutoring from friends and other undergraduate students and least likely to seek tutoring from their instructor or other faculty members. This paper presents the results of pre- And post-surveys, as well as an analysis based on gender and prior experiences. The analysis identifies correlations among use of supplemental instruction, attitudes towards chemistry, success in freshman General Chemistry for Engineers, and overall success in the College of Engineering program. © American Society for Engineering Education, 2013.