Seeking tutoring and attending supplemental instruction sessions are associated with significantly higher academic engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? More frequent use of on-campus tutoring, off-campus professional tutoring, and supplemental instruction each positively predicted engagement (all p < 0.001), regardless of whether attendance was required or optional. → Gasiewski 2012

Evidence¶

Gasiewski 2012¶

Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Research in Higher Education, 53, 229–261. https://doi.org/10.1007/s11162-011-9247-y

q3 · i? · associational · r2

Course-related experiences block of the HLM results (Table 3) for the same 2,873-student sample. The authors note some institutions required these sessions and others made SI optional, but more frequent attendance contributed to higher engagement either way.

"Frequency: Sought tutoring from a campus office or program 0.19 0.01 *** Frequency: Sought a professional (off-campus) tutor 0.23 0.01 *** Frequency: Attended supplemental instruction sessions 0.05 0.01 ***"

Discussion¶

Related Claims¶

• Chatbot outreach increased supplemental instruction tutoring attendance by about two percentage points, mediating a small share of the grade effect
• Drop-in one-to-one tutorial attendees improved P1X-to-P1Y marks while the class average declined
• The four profiles differ in academic self-efficacy, time/study management, and effort regulation, with HL highest, but not in help seeking — related
• Attendance at offered SI sessions is low and highly variable: on average 2.3 of 7 sessions, with 29% never attending — related