The Impact of Supplemental Instruction: Results From a Large, Public, Midwestern University

Supplemental Instruction (SI) is an academic support program developed by Deanna Martin, at the University of Missouri at Kansas City in 1973, utilizing peer-assisted study sessions to enhance student performance and retention (Widmar, 1994). The goals of SI include improving students’ grades in traditionally difficult courses, reducing the attrition rate in those courses, and helping students develop study strategies to assist them in future courses (Behrman, Dark, & Paul, 1984; Martin, Blanc, & DeBuhr, 1983; Peters, 1990; Prather, 1983; Wolfe, 1987). The SI model is a unique academic support program targeting difficult courses rather than high-risk students. This voluntary program is not viewed as remedial, as it is open to all students enrolled in the targeted course. A peer student leader, called an SI Leader, is hired and trained to facilitate regularly scheduled study sessions to assist students with course content and study skills. This student attends lecture regularly and plans two 90-minute structured review sessions. The SI Leader does not re-lecture to the students, but rather utilizes collaborative learning strategies to assist students (Martin & Arendale, 1993). The foundation and theoretical framework for SI is based on student development theory, cognitive development models,