Challenges Experienced with the Implementation of Supplemental Instruction at Institutions of Higher Education

Matshidiso Mirriam Moleko, Dipane Hlalele, Mahlomaholo Mahlomaholo


This paper examines the challenges experienced with the implementation of supplemental instruction in institutions of higher education. Supplemental Instruction (SI) is a cooperative learning model designed to improve student performance in high-risk courses with a history of high failure rates. It is aimed at facilitating understanding of course content while at the same time assisting students to develop better learning skills. Although there is substantial evidence of the benefits of SI in institutions of higher education which have adopted it, there are challenges that hamper its successful implementation. The main findings in terms of the challenges were: lack of a coordinated plan; lack of articulated vision and ownership; SI leaders’ inability to model effective instructional strategies; SI leaders’ inability to effectively engage students in their own learning; and no feedback offered within the setup to keep stakeholders abreast and to promote individual growth

DOI: 10.5901/mjss.2014.v5n27p740

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Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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