The value of supplemental instruction in conceptual learning

Engineering undergraduates have difficulty with courses that are conceptual in nature. The internalisation of concepts and the development of problem solving skills is achieved by individuals in a variety of ways, relatively few of which are either known by lecturers or actively taught. A self-teaching initiative known as supplemental instruction (SI) can overcome these problems by encouraging students to learn from the experiences of others by participating in structured group discussions which are facilitated by senior students. This paper describes the development and results of an SI programme within a first year electrical engineering course and concludes that it is both an efficient and cost effective method of improving student learning, particularly for those from an educationally disadvantaged background