Academic Support as a Predictor of Retention to Graduation: New Insights on the Role of Tutoring, Learning Assistance, and Supplemental Instruction

2013 ◽  
Vol 15 (3) ◽  
pp. 387-408 ◽  
Author(s):  
Michael C. Grillo ◽  
Cathy W. Leist
Keyword(s):  
Academic Support ◽  
Supplemental Instruction ◽  
Learning Assistance

The Role of Supplemental Instruction in the First Accounting Course

2001 ◽  
Vol 16 (4) ◽  
pp. 531-547 ◽  
Author(s):  
Jefferson P. Jones ◽  
Kent T. Fields
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Intervention Program ◽  
Supplemental Instruction ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Education ◽  
Learning To Learn ◽  
Learning Techniques

This study investigates empirically the role of supplemental instruction (SI) as a means of enhancing student performance in the first accounting course. SI is a proactive educational intervention program that targets traditionally “high-risk” courses and employs collaborative learning techniques emphasizing learning strategies and critical-thinking skills. This emphasis on “learning to learn” has been advocated by the Accounting Education Change Commission (AECC) as a goal of the first accounting course. ANCOVA-based results from 1,359 students in nine sessions of Principles of Accounting indicate that SI was effective at increasing academic performance; after controlling for self-selection bias, participation in both voluntary and mandatory SI sessions was found to be positively associated with the total points earned in the course. Additionally, a step pattern is observed in the increased performance for both the voluntary and mandatory attendance phases of the study, indicating that the level of SI attendance may play a role in the benefits obtained. The implications of this analysis for the accounting curriculum are addressed.

Reaching Beyond Bricks and Mortar

2010 ◽  
pp. 962-974
Author(s):  
Saul Rockman ◽  
Lynn Fontana
Keyword(s):  
Academic Support ◽  
Supplemental Instruction ◽  
Geographic Area ◽  
Academic Programs ◽  
After School ◽  
Elementary Grades ◽  
Assistance Program ◽  
Academic Assistance ◽  
Academic Support Programs ◽  
Extended Day

Sylvan Learning has set the standard for personalized, after-school, academic support programs for students in elementary grades through high school. It has been in business for 30 years and was one of the earliest programs to demonstrate that providing direct supplemental instruction services could be successfully scaled nationally. The nearly 1,100 Sylvan centers provide academic assistance to thousands of students each dayand have helped more than 2 million students reach their full academic potential. A relatively little-known but growing component of Sylvan Learning’s offerings is Sylvan Online, a oneto- one academic assistance program that is offered to students at home in association with their local SylvanLearning centers. This Internet-based service provides the same type of individualized academic support as the centers, yet it affords greater flexibility and access. Using proprietary technologies, Sylvan Online makes it possible to reach learners—no matter their geographic area or proximity to a Sylvan Learning center—and helps them receive the kind of academic support necessary to succeed in school. This chapter describes the program andattributes of Sylvan Online and situates the program within the larger context of extended-day academic programs.

scholarly journals “Don’t Make Me Feel Dumb”: Transfer Students, the Library, and Acclimating to a New Campus

2019 ◽  
Vol 14 (3) ◽  
pp. 77-91
Author(s):  
Matthew Harrick ◽  
Lee Ann Fullington
Keyword(s):  
Qualitative Study ◽  
Focus Groups ◽  
Transfer Students ◽  
Local Knowledge ◽  
Academic Support ◽  
Brooklyn College ◽  
First Semester ◽  
Current Information ◽  
Screening Survey

Abstract Objective – This qualitative study sought to delineate and understand the role of the library in addressing the barriers transfer students experience upon acclimating to their new campus. Methods – A screening survey was used to recruit transfer students in their first semester at Brooklyn College (BC) to participate in focus groups. The participants discussed the issues they encountered by answering open-ended questions about their experiences on campus, and with the library specifically. Results – Transfer students desired current information about campus procedures, services, and academic support. They often had to find this information on their own, wasting valuable time. Students felt confused and stressed by this process; however, strategic library involvement can help alleviate this stress. Conclusion – Involving the library more fully in orientations could ease students’ confusion in their transitional semester. Students desired local knowledge, and the library is in a key position to disseminate this information.

The role of study centres for academic support in distance education

1987 ◽  
Vol 8 (1) ◽  
pp. 4-17 ◽  
Author(s):  
David Kember ◽  
John Dekkers
Keyword(s):  
Distance Education ◽  
Academic Support

Enhancing and supporting the role of academic tutors in developing undergraduate writing skills: Reflections on the experiences of a social work education programme

2012 ◽  
Vol 5 (2) ◽  
pp. 27-48 ◽  
Author(s):  
Nathan Hughes ◽  
Sue Wainwright ◽  
Caroline Cresswell
Keyword(s):  
Academic Writing ◽  
Academic Support ◽  
Writing Skills ◽  
Education Programme ◽  
Independent Study ◽  
Learning Needs ◽  
Consistent Manner ◽  
Effective Use ◽  
Work Education

Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic writing. This article reports on the use of a form, which was designed to encourage students to use feedback in a structured and consistent manner and to support subsequent tutor-tutee dialogue. Students and tutors who used the form suggest it encouraged students to reflect on their learning needs and identify priority issues for discussion with the tutor. However, barriers to its effective use remain. In particular, there was resistance amongst students to accessing academic support, due to anxieties that staff would look negatively upon those who seek help. Students expressed concern that tutors would perceive those seeking support as failing to cope with the demands of independent study, a set of skills they perceive that they were required to have on arrival at university, rather than to acquire during the course of their studies with the help and guidance of their academic tutor.

scholarly journals The Synergy between Academic Support, Government Regulation, Business Sector, and Civil Society to Enhancing Innovation Ecosystem Indonesian SMEs

2020 ◽  
Vol 10 (5) ◽  
pp. 108
Author(s):  
Kesi Widjajanti ◽  
Nuryakin ◽  
Eviatiwi Kusumaningtyas Sugiyanto
Keyword(s):  
Civil Society ◽  
Government Regulation ◽  
Academic Support ◽  
Quadruple Helix ◽  
Business Sector ◽  
Innovation Ecosystem ◽  
Small Industry ◽  
Role Implementation

The aims of this research is to empirically testing the role of quadruple helix, consisting of government, academic, business sector, and civil society on developing Small Medium Industry (SMEs) through developing innovation ecosystem. This qualitative study employs a case study design. The samples are small industry in Kudus Regency, Indonesia. The result of this study shows that implementing quadruple helix’s role may present innovation to solve some problems in small industry. This role implementation depicts the existence of innovation ecosystem in attempt to develop small industry. This study recommends the necessity to improve synergy and collaboration between of government regulation, academic support, business sector, and civil society through intense communication.

scholarly journals Supplemental Instruction as a Tool for Students' Academic Performance in Higher Education

2021 ◽  
Author(s):  
Oyinlola Omolara Adebola
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
South African ◽  
Thematic Analysis ◽  
Academic Support ◽  
Supplemental Instruction ◽  
Dropout Rate ◽  
First Year ◽  
Successful Implementation ◽  
First Year Students

Supplemental instruction (SI), which can be referred to as academic support has been linked to the successful academic performance of university students both locally and internationally. This study explores the successful implementation of SI to encourage students toward academic performance in a South African university. Constructivism theory (CT) was adopted as the theoretical framework for the study while Participatory Research (PR) was the research design. A focused group interview was used to collect data because of its relevance and assumptions of academic support such as supplemental instruction. Two lecturers, two tutors, two tutees, and two SI personnel were selected for the study from a selected university. At the same time, thematic analysis was chosen to analyse the data generated. The findings showed that through the intervention of SI, first-year students' academic performance increased while the dropout rate has also reduced.

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