Supplemental Instruction (SI) is a peer tutoring system shown to increase course grades and reduce dropout, particularly for courses with significant failure/dropout rates. Unfortunately, such systems can place significant time and resource demands on faculty, SI personnel, and higher education institutions, all of which pose impediments to their adoption. Given this concern, an assessment of a less resource-taxing version of SI is presented. Across three sections of Introductory Psychology, 30%–42% of enrolled students attended at least one lower-resource group tutorial session. These students performed significantly better on course exams than did non-attendees, by as much as a letter grade. Further, those who attended more sessions earned higher final course grades. These performance differences do not appear to be due to selection bias; session attendance predicted grades on four of the five course exams, even after controlling for students’ academic ability and motivation. Students who did not participate cited time constraints as the primary reason. Those who did participate perceived most session activities as highly beneficial, especially completing a pre-session study guide and reviewing the answers in-session. Thus, the present tutoring program appears to represent an effective, efficient method of achieving desirable academic outcomes that students regard as worthwhile.

补充教学（SI）是一种对等辅导系统，被证明可以提高课程等级并减少辍学，尤其是对于那些失败率/辍学率很高的课程而言。不幸的是，这样的系统会给教师，SI人员和高等教育机构带来大量的时间和资源需求，所有这些都阻碍了它们的采用。考虑到这一点，提出了对资源消耗较少的SI版本的评估。在“入门心理学”的三个部分中，30％–42％的在读学生至少参加了一次资源较少的小组辅导课。这些学生在课程考试中的表现比未参加者的表现要好得多，达到字母等级。此外，参加更多课程的学生获得更高的最终课程成绩。这些性能差异似乎不是由于选择偏见所致；即使在控制了学生的学习能力和学习动机之后，课程的出勤率也会在五门课程中的四门考试中预测成绩。不参加的学生将时间限制作为主要原因。参加会议的人认为大多数会议活动都是非常有益的，尤其是完成会前学习指南并复习会中答案。因此，目前的辅导计划似乎代表了一种有效，高效的方法，可以实现学生认为值得的理想学习成果。特别是完成会前学习指南并在会中查看答案。因此，目前的辅导计划似乎代表了一种有效，高效的方法，可以实现学生认为值得的理想学习成果。特别是完成会前学习指南并在会中查看答案。因此，目前的辅导计划似乎代表了一种有效，高效的方法，可以实现学生认为值得的理想学习成果。