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首页> 外文期刊>European journal of engineering education >The potential of supplemental instruction in engineering education: creating additional peer-guided learning opportunities in difficult compulsory courses for first-year students
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The potential of supplemental instruction in engineering education: creating additional peer-guided learning opportunities in difficult compulsory courses for first-year students

机译：工程教育中补充教学的潜力：为一年级学生在困难的必修课程中创造更多的同伴指导学习机会

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摘要

Supplemental Instruction (SI) can be an efficient way of improving student success in difficult courses. Here, a study is made on SI attached to difficult first-year engineering courses. The results show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams are considerably higher for students attending SI, compared to students not attending. The study also shows that a higher percentage of female students attend SI, compared to male students. However, both genders seem to benefit to the same degree as a result of attending SI meetings. Also all students, independent of prior academic ability, benefit from attending SI. A qualitative study suggests that SI meetings provide elements important for understanding course material, which are missing from other scheduled learning opportunities in the courses.
机译：补充教学（SI）可以是提高学生在困难课程中学习成功的有效方法。在这里，对困难的一年级工程课程附带的SI进行了研究。结果表明，与未参加过SI课程的学生相比，通过了艰难的一年制工程课程的学生所占的百分比，以及参加SI的学生在课程考试中的分数都高得多。该研究还表明，与男生相比，女生参加SI的比例更高。但是，由于参加SI会议，两种性别似乎都受益匪浅。同样，所有学生，无论先前的学术能力如何，都可以从参加SI中受益。一项定性研究表明，SI会议提供了对于理解课程材料很重要的要素，而课程中其他预定的学习机会则缺少这些要素。

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