Supplemental Instruction (SI) is an academic support program that targets challenging courses through voluntary peer-led group sessions outside the classroom. Given the proven success of SI, it is important that instructors understand how to increase student participation in the program. This paper examines the results of Goldstein et al. (2014), which was the first study to analyze factors that lead to student participation in SI programs for introductory accounting courses. Our purpose in doing so is to provide accounting instructors practical strategies to increase SI participation. It also extends the work of Goldstein et al. (2014) by introducing a new variable to their model, which provides a more subjective view of student success. In doing so, we hope to provide insight on better serving those students who are more susceptible to course withdrawal.

This article is from the Accounting Instructor’s Resource, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.

Authors: Jim Goldstein and Paul Sauer, Canisius College

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