Work-In-Progress: A Comparative Analysis of the Impact of Supplemental Instruction on Engineering Student Performance (2018-2024)

Phuong Pham; Lily G. Gossage; Brianna M. Argueta; Marlennne Salcido; Corey Lavoie; Margaret Gietzen

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Conference: 2025 ASEE PSW Conference
Location: California Polytechnic University, California
Publication Date: April 10, 2025
Start Date: April 10, 2025
End Date: April 12, 2025
DOI: 10.18260/1-2--55205
Permanent URL: https://peer.asee.org/55205

Paper Authors

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Phuong Pham California State Polytechnic University, Pomona

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Lily G. Gossage California State Polytechnic University, Pomona orcid.org/0000-0002-6661-0544

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Abstract

This work-in-progress investigates the effectiveness of Supplemental Instruction (SI) in the College of Engineering at Cal Poly Pomona, focusing on seven critical success marker courses: ARO 2041, CHE 2011, CE 2041, ECE 1101, ETM 2101, IME 4030, and ME 2141. These courses were identified as challenging based on historical low-completion rates of students earning grades of D, F, or W (withdrawing). Course performance data highlight these challenges. For example, ARO 2041 showed a decrease in DFW rates from 20% (Fall 2018) to 10% (Fall 2022), while ECE 1101 similarly improved from 17% to 13% during the same period. Our analysis compares two distinct groups from the year 2018 to 2024: students who participated in SI sessions and student who did not. The SI program offered sessions twice per week during the U-Hour (Tuesday/Thursday, 12pm-1pm) for 12 weeks each semester. During the 2020 COVID-19, the program expanded to include a third virtual session. Each success marker course is assigned a Faculty Coordinator who serves as a mentor to the student SI Facilitator. These peer-led collaborative learning sessions accommodate up to 30 students per session. The SI sessions emphasize collaborative learning through problem-solving strategies and conceptual understanding, rather than traditional tutoring approaches. The program structure promotes active engagement and peer interaction in order to create an environment where students can freely discuss course concepts. Initial data analysis suggests potential differences in grade distributions between SI participants and non-participants. Our statistical analysis focuses on comparing grade patterns between these two groups while considering their baseline academic performance. This research aims to provide insights into SI as an effective academic support tool in engineering education. The findings will contribute to the broader understanding of academic support programs and may inform best practices for implementing similar programs at other engineering institutions.

Citation
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Pham, P., & Gossage, L. G., & Argueta, B. M., & Salcido, M., & Lavoie, C., & Gietzen, M. (2025, April), Work-In-Progress: A Comparative Analysis of the Impact of Supplemental Instruction on Engineering Student Performance (2018-2024) Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55205

TY - CPAPER
AB - This work-in-progress investigates the effectiveness of Supplemental Instruction (SI) in the College of Engineering at Cal Poly Pomona, focusing on seven critical success marker courses: ARO 2041, CHE 2011, CE 2041, ECE 1101, ETM 2101, IME 4030, and ME 2141. These courses were identified as challenging based on historical low-completion rates of students earning grades of D, F, or W (withdrawing). Course performance data highlight these challenges. For example, ARO 2041 showed a decrease in DFW rates from 20% (Fall 2018) to 10% (Fall 2022), while ECE 1101 similarly improved from 17% to 13% during the same period. Our analysis compares two distinct groups from the year 2018 to 2024: students who participated in SI sessions and student who did not. The SI program offered sessions twice per week during the U-Hour (Tuesday/Thursday, 12pm-1pm) for 12 weeks each semester. During the 2020 COVID-19, the program expanded to include a third virtual session. Each success marker course is assigned a Faculty Coordinator who serves as a mentor to the student SI Facilitator. These peer-led collaborative learning sessions accommodate up to 30 students per session. The SI sessions emphasize collaborative learning through problem-solving strategies and conceptual understanding, rather than traditional tutoring approaches. The program structure promotes active engagement and peer interaction in order to create an environment where students can freely discuss course concepts.
Initial data analysis suggests potential differences in grade distributions between SI participants and non-participants. Our statistical analysis focuses on comparing grade patterns between these two groups while considering their baseline academic performance. This research aims to provide insights into SI as an effective academic support tool in engineering education. The findings will contribute to the broader understanding of academic support programs and may inform best practices for implementing similar programs at other engineering institutions.

AU - Phuong Pham
AU - Lily G. Gossage
AU - Brianna M. Argueta
AU - Marlennne Salcido
AU - Corey Lavoie
AU - Margaret Gietzen
CY - California Polytechnic University, California
DA - 2025/04/10
PB - ASEE Conferences
TI - Work-In-Progress: A Comparative Analysis of the Impact of Supplemental Instruction on Engineering Student Performance (2018-2024)
UR - https://peer.asee.org/55205
DO - 10.18260/1-2--55205
ER -