This article focuses on Supplemental Instruction (SI) leaders’ reflections of their practice in a Chemistry academic support programme called Supplemental Instruction at a university in South Africa. The SI programme is aimed at high risk courses such as Chemistry. In an attempt to improve SI leader practice, this study was guided by a design research methodology. This involved iterative cycles of design, implementation, reflection and redesign of SI activities to ensure student participation and conceptual development. Thirteen SI sessions with three SI leaders were observed and video recorded over a period of 13 weeks or one university semester. To aid in the design process, SI leaders kept reflective journals which assisted in the redesign of the SI sessions. Four focus group interviews with SI leaders were conducted at different stages of the semester to review SI leaders’ reflections. This study sought to investigate the chemistry SI leaders’ reflective practice in improving student participation and conceptual development during SI sessions. The Perry Model of intellectual development was used to analyse SI leader reflections. Data revealed SI leaders’ development not only in the reflective process but also with regard to, gaining confidence and patience in interactions with students, understanding the need to motivate students and enhancing students’ problem solving ability. It can be argued that a design research methodology offers a framework for critical and reflective practice.

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