@article {Fayowski:October 2008:0020-739X:843,
	author = "Fayowski, V.",
	author = "MacMillan, P. D.",
	title = "An evaluation of the Supplemental Instruction programme in a first year calculus course",
	journal = "International Journal of Mathematical Education in Science and Technology",
	volume = "39",
	year = "October 2008",
	abstract = "Supplemental Instruction (SI) incorporates collaborative learning in small, peer-led, group settings in order to integrate instruction in learning and reasoning skills with course content. Several meta-analyses speak to the efficacy of SI but fail to address selection bias due to ability/motivation and gender. In this study, SI was paired with a first year calculus for non-majors course. An ANCOVA indicated that: ability/motivation, as measured by prior grade point average, was a useful predictor of course letter grade; gender differences were statistically significant but trivial; and, SI participation was statistically and practically significant, a 1.8 letter grade improvement after correction for selection bias. For the pass/fail analysis, a sequential binary logistic regression indicated there was a sizable statistically significant improvement with SI participation after accounting for gender and ability/motivation selection biases. The odds of success were 2.7 times greater for the SI participants. No gender differences of any significance were found.",
	pages = "843-855(13)",
	url = "http://www.ingentaconnect.com/content/tandf/tmes/2008/00000039/00000007/art00001"
	doi = "doi:10.1080/00207390802054433"
}