Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach

Supplemental instruction (SI) is a widely implemented peer-led academic support program. Assessments of SI's effectiveness are often confounded by student ability, achievement, motivation and demographic characteristics, frequently limited available resources. We modelled the impact SI attendance on grades, pass rates retention over 4000 university students. Percentage grade increases up to 10.4% were associated with full semester attendance, largest for males, younger students those who had not previously engaged Furthermore, 10% higher attendees. Finally, was 3% 9% increase in probability reenrolling following year engaged, respectively. These estimates calculated controlling measures achievement motivation, plus several factors. Our methods can be applied evaluate any opt-in