Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment

Izaak Dekker, Merel Luberti, Jantien Stam

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Abstract

Supplemental Instruction (SI) is a form of structured peer guidance attached to a specific course, provided by an experienced and trained student to a group of students. Previous studies show a positive effect of SI on learning outcomes, some found effects on well-being, and sense of belonging. However, literature on SI lacks randomized controlled trials and does not fully address the risk of self-selection bias. The current study tested whether SI has an effect on grades, mental well-being, and sense of belonging with a pre-registered randomized field experiment and a sample of 493 Dutch first-year students. Students who were offered SI obtained significantly higher grades (d = 0.26) but did not score significantly different on mental well-being or belonging.
Original languageEnglish
Article number101805
Pages (from-to)1-9
JournalLearning and Instruction
Volume87
DOIs
Publication statusPublished - Oct 2023

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