Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses.
Chantelle AnfusoJudy Awong-TaylorJamye Curry SavageCynthia JohnsonTirza LeaderKatherine PinzonBenjamin SheplerCindy Achat-MendesPublished in: International journal of STEM education (2022)
The data presented here suggest that PSI particularly benefitted underprepared students in their introductory STEM courses. Since students identifying with historically underserved racial/ethnic groups have traditionally had inequitable K-12 educational experiences, they enter college less prepared on average, and thus particularly benefit from PSI. PSI, in conjunction with additional strategies, may be a useful tool to help rectify the results of systemic educational inequities for students identifying with historically underserved racial/ethnic groups.
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