n South African Journal of Higher Education - Supplemental instruction in law : a case study in peer tutoring : research in higher education

Volume 17, Issue 1
  • ISSN : 1011-3487



Supplemental Instruction (SI) was implemented in three second-year courses in the Bachelor of Laws degree at the University of the Witwatersrand, Johannesburg. Of the 898 registered students, 152 (17%) attended SI and this group achieved a significantly higher mean course mark than the non-SI group (59 48% and 53 74% respectively; p<0 01). Both groups had similar mean admission ratings and standard deviations (21 96;SD=8 84 and 22 00;SD=8 58 respectively). Analysis of results by educational background, home language and admission rating yielded significantly higher scores for SI groups in all but the "disadvantaged" and "non-English" groups, while scores in the bottom AR quartile approached significance. Quantitative data were validated by triangulation with student ratings, feedback from leaders and a lecturer interview. All revealed satisfaction with SI. <br>Results suggested that SI in Law was successful but tended to favour English-speakers and students from educationally advantaged backgrounds. Two areas for further study were identified.

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