Correlating Freshman Engineers' Performance in a General Chemistry Course to Their Use of Supplemental Instruction

This study examines the correlation between first year engineering students' use of supplemental instruction and their performance in a required general chemistry course at Northeastern University. Research has shown that supplemental instruction is positively correlated with measurable factors, such as higher grade point averages and timely graduation rates, as well as less-easily measured factors, such as long-term retention of course material, teamwork, communication skills, information processing skills, and motivation. Previously we examined what grade level triggered students to seek out supplemental instruction in a required general chemistry course and what factors affected whether a student used a form of supplemental instruction. (1) However, data were unavailable to correlate with grades. In order to understand a student's pre-disposition and ultimate choice to participate in supplemental instruction as well as to determine correlations with grade distribution, honors and non-honors students in a required general chemistry course were given pre-surveys at the beginning and post-surveys at the end of the semester. Analysis of pre-surveys allowed identification of a student's predisposed "trigger point" at which s/he decides to seek extra help upon entering college. The availability of data for different types of course assessments, including exams, homework, and class participation, enabled correlation among individual trigger points, grades, and the use of different forms of supplemental instruction. Previously we had investigated how important convenience factors are to students in their decision to use supplemental instruction. This year's study examined this question further to determine what factors deter students from using specific resources for supplemental instruction. An overarching intent of our study was to identify how females and males differ in their use and attitudes towards supplemental instruction. Using this study based on a freshman general chemistry class as a model for student behavior in freshman courses, this paper presents the survey results, methodology used, conclusions, and recommendations for increasing the usage of supplemental instruction by first year engineering students.