Supplemental Instruction (SI) has been a successful implementation into institutions worldwide. It serves as a means of reducing attrition and increasing the overall learning of course material. The City College of New York (CCNY) has recently implemented SI to General Chemistry I courses to examine whether or not SI would help students succeed in the course and understand and grasp the course material better. SI was made available several times a week during flexible times to students who are struggling in the course. Our method of data collection is a Likert-type and open-ended questionnaire that was distributed at the end of each of the semesters to SI participants in an anonymous fashion. Furthermore, we compared the grades and performance of students participating in SI with those who did not. The collected data enabled us to examine the impact of implementing Supplemental Instruction (SI) in General Chemistry I at CCNY. Our data show that SI was beneficial, contributed to improving students’ understanding of course material, and increased their success rate. About 80 percent of students who failed the first exam and participated in SI obtained a passing grade compared to 11 percent of those who did not.

Impact of supplemental instruction on the performance and attitudes of general chemistry students

Macromolecular Chemistry: The Second Century

[Author Benefits](https://scimeetings.acs.org/?utm_source=pubs_content_marketing&utm_medium=website&utm_campaign=0320_MCF_NPI_Launch_Spring_Homepage&ref=pubs_content_marketing)

[How to use SciMeetings](https://storage.googleapis.com/dl.morressier.com/acs/SciMeetings-ACSSpring2020-HowToGuide_M3020-Final.pdf)

[Frequently Asked Questions](https://storage.googleapis.com/dl.morressier.com/acs/SciMtng_ACSNMSp2020_FAQ_M3120_Final.pdf)

ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.