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Abstract

This paper presents an empirical evaluation of Supplemental Instruction, a formal review/lab session program developed at the University of Missouri, designed to improve student learning in courses that have typically exhibited poor student performance. Using a two-equation model and student transcript data readily available to instructors and academic researchers, we evaluate the effectiveness of the program in economics principles. The analysis explicitly considers the confounding factor of self-selection in program participation. We find that ordinary least squares significantly underestimates the positive impact of Supplemental Instruction. The results suggest that formal programs designed to increase the intensity of instruction can have a demonstrable payoff in the form of increased student learning.

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Supplemental Instruction and the Enhancement of Student Performance in Economics Principles

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