Most students view course work pragmatically. Their goal, with some exceptions, is to achieve the highest possible grade and move toward the completion of their degree program. Many view difficult courses, first and foremost, as a hurdle to get over. To the extent they are able to achieve a desired grade without assistance, they are equally unlikely to commit themselves to the time requirements of additional study sessions. In other words, student motivation for participation in SI is linked to actual or perceived course performance.
Field research provides support for the above point.
The SI sessions were well attended and the results consistent with national data. The following semester the same course was taught by a different instructor. The result was, to no one's surprise, SI attendance fell off completely. In this case, SI no longer met a felt need of the students. The end result, of course, was that the SI Supervisor wisely withdrew the SI from the course the following semester.