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Impact of Supplemental Instruction on Business Courses: A Statistical Study

Author

Listed:
  • Sinjini Mitra

    (Information Systems and Decision Sciences (ISDS) Department, California State University, Fullerton, Fullerton, California 92831)

  • Zvi Goldstein

    (Information Systems and Decision Sciences (ISDS) Department, California State University, Fullerton, Fullerton, California 92831)

Abstract

Many students in quantitative business courses are struggling. One technique designed to support such students is Supplemental Instruction (SI), which is most popular in the science, technology, engineering, and mathematics (STEM) disciplines. In this paper, we show the positive impact of SI on student performance in two bottleneck business courses in a large university. Our evaluation results establish that (i) SI has a statistically significant effect on students’ likelihood of passing both courses (after controlling for background variables), (ii) SI is more helpful for students identified as at risk than for those who are not, and (iii) it is important to consistently attend SI sessions for greater success. We also present models to predict consistent student attendance based on background factors with 90% accuracy and conclude with a brief qualitative study about students’ self-perception of SI and the professional development attained by SI leaders.

Suggested Citation

  • Sinjini Mitra & Zvi Goldstein, 2018. "Impact of Supplemental Instruction on Business Courses: A Statistical Study," INFORMS Transactions on Education, INFORMS, vol. 18(2), pages 89-101, January.
    • Handle: RePEc:inm:orited:v:18:y:2018:i:2:p:89-101
    DOI: 10.1287/ited.2017.0178
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    Cited by:

    1. Sinjini Mitra, 2023. "How Are Students Learning in a Business Statistics Course? Evidence from Both Direct and Indirect Assessment," INFORMS Transactions on Education, INFORMS, vol. 23(2), pages 95-103, January.
    2. Stacey Vaziri & Baback Vaziri & Luis J. Novoa & Elham Torabi, 2022. "Academic Motivation in Introductory Business Analytics Courses: A Bayesian Approach," INFORMS Transactions on Education, INFORMS, vol. 22(2), pages 121-129, January.

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