Evaluation of Supplemental Instruction in Human Anatomy and Physiology I Using Predicted Grades
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| Title: | Evaluation of Supplemental Instruction in Human Anatomy and Physiology I Using Predicted Grades |
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| Language: | English |
| Authors: | Gilbert R. Pitts, Amy L. Thompson, Michelle Rogers, James F. Thompson, Joseph R. Schiller |
| Source: | HAPS Educator. 2024 28(1):14-21. |
| Availability: | Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Anatomy, Physiology, Peer Teaching, Workshops, Grades (Scholastic), Undergraduate Students, Program Effectiveness, College Freshmen, Allied Health Occupations Education, STEM Education |
| ISSN: | 2473-3792 2473-3806 |
| Abstract: | Human Anatomy and Physiology courses are "gateway" courses that students must pass with high grades in order to proceed through their program of study. However, student pass rates are often low, resulting in students attempting the course multiple times and delaying their graduation. Supplemental instruction performed by peer leaders is one mechanism that has been used to increase student success. The goal of this study was to evaluate the effectiveness of peer-led supplemental instruction by comparing predicted and actual course grades. We learned that students predicted to earn a C achieved higher grades when they utilized supplemental instruction. While those students performed better than predicted, supplemental instruction did not improve ABC rates for the class. We conclude that supplemental instruction can be of benefit for some students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425543 |
| Database: | ERIC |
| Abstract: | Human Anatomy and Physiology courses are "gateway" courses that students must pass with high grades in order to proceed through their program of study. However, student pass rates are often low, resulting in students attempting the course multiple times and delaying their graduation. Supplemental instruction performed by peer leaders is one mechanism that has been used to increase student success. The goal of this study was to evaluate the effectiveness of peer-led supplemental instruction by comparing predicted and actual course grades. We learned that students predicted to earn a C achieved higher grades when they utilized supplemental instruction. While those students performed better than predicted, supplemental instruction did not improve ABC rates for the class. We conclude that supplemental instruction can be of benefit for some students. |
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| ISSN: | 2473-3792 2473-3806 |
