Evaluating the impact of peer supplemental instruction on STEM course outcomes

A five-semester study at an HBCU

Authors

  • Lisa D. Brown Morgan State University, USA
  • Duvon G. Winborne Morgan State University, USA

DOI:

https://doi.org/10.32674/4baf1w85

Keywords:

peer supplemental instruction, HBCU STEM retention

Abstract

This study examined the impact of Supplemental Instruction (SI) on student performance in introductory STEM courses at a Historically Black College or University (HBCU). Using a non-experimental, ex post facto design, academic outcomes from 105 courses and 2,829 student grades were analyzed over five semesters. While overall course performance scores did not significantly differ between SI and non-SI groups, SI-supported courses showed significantly higher frequencies of “B” and “C” grades and a greater proportion of passing rates. These findings suggest that SI may improve academic outcomes for students at risk of failure. Institutions seeking to reduce attrition in gateway STEM courses—especially among underrepresented students—should consider SI as a scalable, equity-driven academic support model.

Author Biographies

  • Lisa D. Brown, Morgan State University, USA

    Lisa D. Brown, PhD, is the Director of the Office of Undergraduate Research and an Associate Professor of Biology at Morgan State University in Maryland, United States. Her research and programmatic efforts focus on enhancing student retention and success in STEM through critical thinking activities, high-impact teaching practices, and undergraduate research experiences. Dr. Brown leads several grant-funded initiatives aimed at improving persistence beyond the first year and expanding undergraduate research engagement across disciplines. Email: lisa.brown@morgan.edu

  • Duvon G. Winborne, Morgan State University, USA

    Duvon G. Winborne, Ph.D., is the chief psychometrician for the Center for Predictive Analytics at Morgan State University, United States. He is a faculty member for the psychometrics graduate program and currently holds faculty academic positions at other universities. His research portfolio covers a broad spectrum of substantive areas, ranging from infant development and gerontology to substance dependency and highway safety. Dr. Winborne’s higher education teaching experiences have primarily centered on graduate courses in statistics, research design, measurement, and computer programming. Also, he has prominent publications and teaching experience in Eastern self-defense systems and wellness approaches. Email: duvon.winborne@morgan.edu

Additional Files

Published

2025-05-15

Issue

Vol. 11 (2025): American Journal of STEM Education: Issues and Perspectives

Section

STEM Education (regular)

How to Cite

Brown, L. D., & Winborne, D. G. (2025). Evaluating the impact of peer supplemental instruction on STEM course outcomes: A five-semester study at an HBCU. American Journal of STEM Education, 11, 9-26. https://doi.org/10.32674/4baf1w85